GIFT  OF 


OUTLINE 

COURSE  OF  STUDY 


OF  THE 


PUBLIC  SCHOOLS 

OF  THE 

CITY  OF  ROCHESTER 

NEW  YORK 

1914 


^^c, 
OUTLINE 

COURSE  OF  STUDY 


OF  THE 


PUBLIC  SCHOOLS 

OF  THE 

CITY  OF  ROCHESTER 

NEW  YORK 
1914 


fc 


UNION  AND  ADVERTISER 
Rochester,  N.  Y. 


Table  of  Contents 

PAGE 

1.  Introduction 7 

2.  Time  Schedule 9 

3.  Kindergarten 10 

4.  Arithmetic 16 

5.  Eeading 31 

6.  Spelling 43 

7.  Writing 44 

8.  English 47 

9.  History  • 67 

10.  Civics . . . . 70 

11.  Geography 73 

12.  Physiology  and  Hygiene 101 

13.  Nature  Study 119 

14.  Drawing   125 

15.  Domestic  Art 145 

16.  Domestic   Science 150 

17.  Manual  Training 163 

18.  Music 175 

19.  Physical  Education 181 

20.  Fire  and  Accident  Prevention 246 

21.  Vocational  Course  for  Girls : 

(a)  Elementary 266 

(b)  Advanced 273 

22.  Industrial,  Course  for  Boys : 

(a)  Elementary  . 275 

(b)  Advanced 282 

23.  Normal  Training  School .... . . 285 

24.  High  Schools 287 

25.  Book  List.  299 


INTRODUCTION- 


Outline  Course  of  Study 

Adopted  by  the  Board  of  Education,  July  2,  1913 

[REPKINTED  1914.] 


This  revision  of  the  former  course  of  study  has  been  carried 
on  through  four  committees  of  principals,  each  committee  con- 
sisting of  three  members.  Every  elementary  school  in  the  city 
has  been  affiliated  with  some  one  of  these  committees,  thus 
avoiding  duplication  and  at  the  same  time  giving  a  wide  field  of 
teachers  and  principals  for  advisory  purposes.  The  work  of 
these  committees  has  not  included  the  so-called  special  subjects, 
such  as  music  and  drawing,  nor  has  it  extended  beyond  the  activ- 
ities of  the  elementary  school. 

Two  years  ago  a  provisional  course  of  study  was  adopted 
for  use  in  all  grades.  Upon  the  committees  referred  to  rested 
the  responsibility  of  gathering  from  all  possible  sources  expe- 
rience with  this  provisional  course  and  of  reformulating,  in  the 
light  of  this  experience,  the  proposed  course.  Thus  formulated 
the  course  has  been  submitted,  as  far  as  possible,  to  a  committee 
of  teachers  representing  all  grades  in  the  system.  It  was  the 
function  of  these  teachers  to  examine  critically  the  proposed 
course  and  to  report  back  such  modifications  as  they  might  see 
fit.  A  general  committee  consisting  of  the  Superintendent  and 
the  chairmen  of  the  four  committees  named  constituted  the  com- 
mittee for  final  action. 

Educational  theory  recognizes  the  systematic  development 
of  all  the  powers  of  the  growing  child  as  the  dominant  aim  of 
elementary  education.  This  aim  can  not  be  realized  except  as 
TRAINING  in  all  things  essential  to  the  welfare  of  the  child  be- 
comes a  vital  consideration  in  the  school  room.  For  the  teacher, 
the  approach  to  this  training  is  through  the  body  of  knowledge 
outlined  in  the  course  of  study.  The  procedure  of  the  teacher 
in  enabling  the  pupil  both  to  acquire  and  to  use  this  body  of 
knowledge  determines  its  training  value  for  the  pupil.  The  pro- 


COURSE    OP    STUDY 


cedure  of  the  teacher  may  call  into  play  chiefly  the  memory  of 
the  pupil,  thereby  neglecting  training  in  power  to  judge  values, 
initiate,  organize  ideas  and  appreciate  ends.  No  course  of  study 
can  adequately  guard  against  this  tendency.  The  only  safeguard 
is  intelligent  supervision,  teachers'  institutes,  supplementary 
suggestions  to  the  course  of  study  and  other  similar  means. 

The  body  of  knowledge  outlined  in  the  course  of  study 
should  be  an  expression  of  what  has  come  to  be  regarded  as 
essential  to  the  individual  who  would  adapt  himself  to  his  social, 
civic  and  vocational  environment.  The  legitimate  demand  for 
elimination  from  our  courses  of  study  can  be  met  in  part,  at 
least,  by  eliminating  those  elements  which  have  little,  if  any, 
value  for  the  facts  they  contain  or  the  principles  they  establish. 
The  present  course  in  arithmetic,  for  example,  has  eliminated 
much  former  work  in  denominate  numbers,  a  great  part  of  com- 
mission, taxes  and  insurance,  the  whole  of  customs,  duties,  brok- 
erage, and  stocks  and  bonds,  on  the  ground  that  these  are  not 
useful  to  the  child  as  knowledge,  nor  are  they  in  any  way  essen- 
tial to  desirable  training. 


TIME    SCHEDULE 


TIME  SCHEDULE 


Grades 

I 

II 

III 

IV 

V 

VI 

VII 

VIII 

Total 

General  Exercises  

Reading     and    Litera- 
ture             

50 
500 

75 
575 

100 
500 

50 
250 

50 
250 

55 
250 

25 
150 

25 
150 

430 
2625 

Arithmetic  

225 

225 

250 

250 

250 

250 

250 

1700 

75 

100 

100 

75 

75 

75 

75 

575 

^Witing           .... 

75 

75 

75 

75 

75 

75 

75 

525 

Oral  and  Written  Lan- 
guage and  Grammar 

Geography  .  . 

75 

200 

100 
Geog. 
100 

175 
&His. 
250 

150 
250 

150 
250 

250 
115 

250 

1350 
965 

50 

50 

200 

250 

550 

Nature    Study,    Civics, 
Physiology  and   Hy- 
giene   

100 

75 

75 

75 

85 

410 

Music 

50 

50 

75 

75 

75 

60 

60 

60 

505 

Drawing     and     Allied 
Work           

75 

60 

60 

60 

65 

75 

75 

60 

530 

Manual  Training,  Sew- 
ing and  Cooking.... 

40 

40 

40 

60 

60 

75 

120 

435 

Physical  Exercises  .... 

75 

75 

75 

75 

75 

75 

75 

75 

600 

Total  Minutes  for  Week 

825 

1450 

1450 

1500 

1500 

1500 

1500 

1500 

11225 

HOURS  FOR  DISMISSAL 


Grades 

I 

II 

II[ 

IV 

V 

VI 

VII 

VIII 

A.  M. 

11:40 

11:40 

11:40 

11:45 

11:45 

11:45 

11:45 

11:45 

A.  M. 

P.  M. 

3:25 

3:25 

3:25 

3:30 

3:30 

3:30 

3:30 

3:30 

P.  M. 

COURSE    OP    STUDY 


A  Suggestive  Course  of  Work  for 
Kindergartens 

UNDERLYING  PRINCIPLES. 


1.  To  cultivate  right  relationship  , 

I  community. 

2.  To  cultivate  a  realizing  sense  of  our  dependence  each  upon 
the  other. 

3.  To  cultivate  co-operation. 

4.  To  cultivate  a  spirit  of  loving  service. 

THE  AIMS. 

I.  To  develop  each  child  physically,  mentally  and  morally  : 

a.  In  physical  development,  through  play  and  games  and 
work. 

b.  In  mental  development,  a  cultivation  of  attention  and 
concentration  through  the  exercise  of  the  five  senses. 

c.  In  moral  development,  the  training  of  right  habits- 
obedience,    punctuality,    order,    industry,    self-control, 
courtesy,  reverence. 

II.  To  give  an  elementary  knowledge  of  color,  form,  size,  num- 
ber, comparison  and  sound,  also  to  train  in  ability  to  express 
in  simple,  clear  language  his  observations  and  experiences. 

These  aims  may  be  worked  out  under  the  following  heads  : 
I.    In  Physical  Development  he  gains  control  through: 

1.  Rhythmic  movements  —  clapping,  tapping  with  feet, 
swinging,  hopping,  running,  marching,  skipping,  play- 
ing band,  dramatic  rhythm,  rocking-horse,  see-saw, 
dancing  dolls  and  bears,  Jack-in-the-box,  birds,  sway- 
ing trees,  bending  cornstalks,  leaves  and  nuts  falling, 
flying  kites,  rolling  hoops,  etc. 

10 


KINDERGARTEN 

2.  Games    and    Plays — finger   plays,    ball    games,    sense 
games,  ring  play,  including  dramatic  and  traditional 
games. 

3.  Free  play  with  toys. 

II.  In  Language  he  gains  power  to  express  through: 

1.  The  repetition  of  nursery  rhymes,  finger  plays  and  folk 
plays. 

2.  The  interchange  of  children's  experiences  in  the  home, 
the  school  and  out  of  doors. 

3.  The  stories  told  to  children  and  children's  reproduction 
of  stories. 

4.  The  memorizing  of  simple  songs  and  verses. 

5.  The  careful  training  in  articulation,  pronunciation  and 
distinct  speech. 

6.  The  constantly  increasing  vocabulary  as  a  result  of 
larger  associations  and  experiences  in  the  kindergarten. 

III.  In  Music  he  gains  an  idea  of  tone,  sound  and  appreciation 
through : 

1.  Listening  to  music. 

2.  Simple    tone    work — listening    to    sound,  reproducing 
sound,  imitation  of  bird  calls  and  sounds  of  animals, 
calling  and  whistling. 

3.  Singing. 

4.  Memorizing  simple  songs. 

IV.  In  Nature  Study  he  gains  power  of  observation  through: 

1.  Care  of  animal  and  plant  life. 

2.  Making  gardens. 

3.  Observation  of  forces  in  Nature — sun,  wind,  rain,  snow, 
the  seasons,  weather,  etc. 

4.  Walks  and  excursions. 

V.  In  Hand  Work  he  gains  self-control,  skill  and  power  to  think 

and  do  through: 

1.  Building  with  blocks  at  table — large  blocks  on  the  floor. 

2.  Outlining  arid  designing  forms  with  large  sticks,  tab- 
lets and  seeds  (horse-chestnuts)  used  on  the  floor. 

3.  Modeling  in  sand  and  clay. 

11 


COURSE    OP    STUDY 


4.  Drawing — mass  work — blackboard  and  crayons. 

5.  Cutting — a.  Free,  simple  objects,  slash  cutting. 

b.  Line  cutting,  magazine  pictures  and  objects  drawn 
with  broad  lines. 

6.  Folding — Simple  forms,  using  large  paper  as  bogus 
9x9. 

7.  Painting — Flat  washes   of  a  single  color  and  simple 
objects. 

8.  Weaving — a.  Cloth  on  large  looms. 

b.  Paper  weaving,  heavy  manila  mats,  strips  2  in. 

c.  Felt  and  linen  mats. 

9.  Sewing — Cloth  and  card — Limited. 

10.  Construction — Cardboard   modeling   and    simple   toys 
made  of  wood  and  outside  material. 

VI.  In  Number  he  gains  the  fundamental  concepts  of  mathe- 
matics through: 

1.  Counting — Based  upon  child's  interest  in  units  of  a 
kind  and  continuity  of  tone  in  numbering  them.    Con- 
crete things,   as   dolls,   balls,   marbles,   seeds,   stones, 
shells. 

2.  Grouping — Arranging  units  of  a  kind  in  twos,  threes, 
etc.    Useful  in  simple  designs. 

3.  Division  of  units — Separation  into  parts  and  combin- 
ing parts  into  other  units  as  in  building  and  construc- 
tion work. 

4.  Measuring — Simple    measurements    and    comparisons 
used  in  all  hand  work  and  building. 

VII.  In  form  he  gains  fundamental  ideas  of  proportion  and 
symmetry  through: 

1.  Observing,  comparing  and  contrasting  nature  forms, 
as  fruits,  vegetables,  nuts,  shells,  pebbles,  by  direct 
handling  in  play. 

2.  Type  solids — Used  as  a  guide  to,  and  an  interpreter 
of,  the  forms  in  nature. 

3.  Handling,  comparing  and  dividing  type  solids  to  gain 
a    basis  for  classification  of  concrete  objects    in  the 
environment  of  the  child  and  in  nature. 

12 


KINDERGARTEN 


TOPICAL  OUTLINE. 

PUKPOSE. 

The  purpose  is  to  illustrate    the  unity  existing  between 
Froebel's  Mother  Play,  Nature  and  Community  Life. 

MOTHER  PLAY.  NATURE.  COMMUNITY  LIFE. 

SEPTEMBER 


I.  THE  GREETING 

To  become  acquainted 
The  family 


II.  THE  PIGEON  HOUSE 
Sharing  experiences 
The  Carpenter 
Actively  connected 
with  shelter 


III.  GRASS  MOWING 

Dependence  upon 
many  people  for 
comforts 

All  gone 

The  Church 

Expression  of  grati- 
tude 

Pat-a-cake 


I.  VACATION  EXPERIENCES 

Parks 

Lakes 

Seashore 

Country 

Play  grounds 

Observation  of  plants 

and  animal  life 
Family  life  in  Nature 
Home  pets 

Kitten 

Dog 

Rabbits 

Pigeons 

Squirrels 

OCTOBER 

II.  PREPARATION  FOR 

WINTER 
Plant  life 
Fall  fruits 
Ripening  seeds 
Falling  leaves 
Observation  of  tree 

buds 

How  protected 
Planting  bulbs 


NOVEMBER 

III.  PREPARATION  FOR 

WINTER 
Animal  Life 
Harvest  of  Bees 
Harvest   of   Squirrels 
Caterpillars 
Insects 

Migration  of  birds 
Hibernation  of  ani- 
mals 

Animals'    Winter 
Coats 


I.  GREETING 

Exchange  of  vacation 

experiences 
Family  life 
Members  of  family 
Daily  interests  of  each 

a.  Father's  work 

b.  Mother's  care 

c.  Brother's  and  Sis- 
ter's interests 

d.  Baby's    care    and 
playthings 


II.  HOME  OCCUPATION 

a.  Washing 

b.  Ironing 

(use  of  coal) 

c.  Sweeping 

d.  Cooking 
Canning 
Pickling 

e.  Sewing 

Winter  clothing 
Shelter 

The  Carpenter 
The  Mason 
The  Plumber 


III.  OCCUPATIONS 

Indirectly   related   to 
home 

a.  Grocer 

b.  Baker 

c.  Miller 

d.  Milkman 

e.  Farmer 

f.  Huckster 
Thanksgiving  Festival 


13 


COURSE    OF    STUDY 


IV.  THE  TOYMAN 
Home  Festival 
The  Flower  Basket 
Expression  of  love  in 
service 


DECEMBER 

IV.  EVERGREEN  TREES 
Christmas  Greens 
Holly 
Mistletoe 
Reindeer 


IV.  CHRISTMAS  PREPARA- 
TIONS 

1.  Home 

2.  School 
Santa  Glaus 

His  Helpers 
Top  makers 
Toy   shops 
Story   of   First 
Christmas 


V.  TICK-TACK 

To  develop  habits  of 
order  and  punctu- 
ality 

The  Child  and  the 
Moon 

The  Boy  and  the 
Moon 

Little  Maiden  and 
Stars 


JANUARY 

V.  TIME 

Seasons — colder   days 
Ice — snow 
Lights — sun,    moon, 
stars 


V.  OBEDIENCE  TO  LAW 
Arrangement  of  home 
and    school    activi- 
ties  in   relation   to 
time. 

Winter   sports 
Lights — artificial 
Trades — 
Blacksmith 
Coalman 
Shoemaker 
Miner 


VI.  THE  KNIGHTS 

Ideals  of  bravery, 
courtesy,  loyalty, 
courage,  charity 


FEBRUARY 

VI.  FAITHFUL  ANIMALS 
Dogs 
Horses 


VI.  1.  EVERYDAY  HEROES 

Postman — Valen- 
tine's Day 

Firemen 

Policemen 

Trainmen 

2.  OUR  COUNTRY'S 
HEROES 

Soldiers 

Sailors 

Lincoln 

Washington 

Our  Country  '&  Flag 


MARCH 


VII.  THE  WEATHER-VANE 
Consciousness  of  un- 
seen power 
The  Window— 
The  Light  Bird 


VII.  FORCES  IN  NATURE 
Wind 
Rain 

Sun    (circulation  of 
sap) 


VII.  WIND  AS  HELPER  AND 
PLAYFELLOW 

a.  Drying  walks   and 

clothes 

b.  Flying  kites 

c.  Sailing  boats 
Making  Maple  Sugar 


14 


KINDERGARTEN 

APRIL 

VIII.  FISHES  IN  THE               VIII.  AWAKENING  OF  VIII.  PREPARATION  OF 

BROOK                                        LIFE  IN  NATURE  SPRING  CLOTHING 

Freedom  is  necessary                 Plants — opening  buds  Water  in  the  home 

for  life                                       Animals — Rabbits,  a.  Cleanliness — 

Right  environment                           frogs  and  toads  personal — 

Froebel's    birthday,                    Coming  of  birds  home 

April  21  b.  Other  uses  of 

water 

a.  Boats 

b.  Mills 

MAY 

IX.  THE  LITTLE  GARDEN-        IX.  NATURE'S  GARDEN  IX.  MAKING  OF  HOME 

ER                                         Wild  flowers  GARDENS 

Care                                               Tree  blossoms  May  day 

Nurture                                   .      Grasses  Spring    sports 

The  bird 's  nest                            Return  of  birds  Excursions 

Study  of  nest  build-               .  Nest  building  Farmer's  Spring 

ing                                               Cocoons  planting 

Mother  care                                  Our   kindergarten  Memorial  Day 
The  pigeon  house                            garden 

JUNE 

X.  THE  FARM  YARD                 X.  ANIMAL  LIFE  ON  THE  X.  EXCURSIONS  TO  COUN- 

Acquaintance     with                        FARM  TRY,  PARK  AND 

animal  life  and  care                 Horses  LAKE 

Cows  Modes  of  travel 

Sheep  Vacation  plans 
Hens — chickens 
Insect  life 
Bees 
Ants 
Spiders 


15 


COURSE    OF    STUDY 


Arithmetic 

It  is  generally  agreed,  on  the  one  hand,  that  the  study  of 
Arithmetic  should  develop  mental  power  along  the  lines  of  at- 
tention, concentration,  judgment  and  reasoning;  on  the  other, 
that  it  should  give  the  child  such  skill  in  the  use  of  numbers  as 
will  enable  him  to  perform  the  fundamental  operations  with 
facility  and  accuracy  and  in  such  a  manner  that  the  mere  me- 
chanics of  these  processes  shall  not  retard  his  thinking.  The 
following  quotation  from  Prof.  Henry  Suzallo,  Teachers'  Col- 
lege, Columbia  University,  in  his  report  to  the  International 
Commission  on  the  teaching  of  Mathematics  is  significant: 

"  There  is,  in  '  advanced,'  as  well  as  in  reactionary  quar- 
ters, a  revolt  against  the  tendency  to  objectify,  explain,  or 
rationalize  everything  taught  in  arithmetic.  On  the  whole  it  is 
a  discriminating  movement,  for  this  opposition  to  '  rationaliza- 
tion '  in  arithmetical  teaching,  and  in  favor  of  '  memorization  ' 
or  *  habituation, '  bases  its  plea  on  rational  grounds,  mainly 
derived  from  the  facts  of  modern  psychology. 

' '  A  study  of  actual  arithmetical  facts,  upon  which  this  op- 
position expresses  itself,  suggests  the  four  following  general 
principles  as  to  the  use  of  l  rationalization  '  and  '  habituation  ' 
as  methods  of  mastery:  (1)  Any  fact  or  process  which  always 
recurs  in  the  same  identical  manner,  and  occurs  with  sufficient 
frequency  to  be  remembered,  ought  not  to  be  '  rationalized'  for 
the  pupil,  but  l  habituated.'  (2)  If  a  process  does  recur  in  the 
same  manner,  but  is  so  little  used  in  after  life  that  any  formal 
method  of  solution  would  be  forgotten,  then  the  teacher  should 
'  rationalize  'it.  (3)  If  the  process  always  does  occur  in  the 
same  manner,  but  with  the  frequency  of  its  recurrence  in  doubt, 
the  teacher  should  both  i  habituate  '  and  ' rationalize. '  (4) 
When  a  process  or  relation  is  likely  to  be  expressed  in  a  variable 
form,  then  the  child  must  be  taught  to  think  through  the  rela- 
tions involved,  and  should  not  be  permitted  to  treat  it  mechan- 
ically through  a  mere  act  of  habit  or  memory.  These  laws  will, 

16 


ARITHMETIC— SECOND    GRADE    B 


of  course,  not  be  interpreted  to  mean  that  no  reason  is  to  be 
given  a  child  in  a  process  like  '  carrying  '  in  addition.  The 
reason  is  not  essential  to  efficient  mastery,  but  it  may  be  given 
to  add  interest  or  to  satisfy  the  specially  curious. " 

FIRST  GRADE. 

No  FORMAL  NUMBER  WORK. 

SECOND  GRADE  B. 

Although  there  has  been  no  formal  number  work  previous 
to  this  grade,  the  children  have  incidentally  absorbed  many 
number  facts. 

The  teacher  should  utilize  all  this  information  and  care- 
fully avoid  attempting  to  teach  the  child  that  which  he  already 
knows.  She  should  make  him  feel  that  he  is  expected  to  con- 
tribute information  rather  than  give  him  the  impression  that  he 
is  taking  up  a  subject  entirely  new  to  him. 

1.  Count  pencils,  books,  desks,  pupils  and  other  familiar  ob- 
jects. 

2.  Select  a  given  number  of  objects  by  counting. 
Encourage  group  counting;  but  do  not  try  to  make  it  a 
matter  of  memory. 

The  purpose  of  this  work  is  to  develop  number  concepts. 
This  is  entirely  different  from  teaching  abstract  number 
facts. 

3.  Teach  concepts  of  difference  and  equality  by  means  of  com- 
parisons. 

a.  Indefinite — with  lines,  using  terms:  longer,  longest, 
shorter,  shortest. 

With  objects,  using  terms:  smaller,  smallest;  larger, 
largest,  etc. 

b.  Definite — using  the* terms:  two  times  as  long;  one-half 
as  large,  etc. 

4.  Teach  inch,  foot  and  yard  by  means    of   actual   measure- 
ments. 

17 


COURSE    OF    STUDY 


5.  Teach  reading  and  writing  of  numbers  up  to  100. 

6.  Teach  the  forty-five  combinations. 

o_l       iQ_9       7  —  2       17_9       lfi_89      4_23       ltr_  98       r_34 
2-1  -9      3-1       17  — g  -8?          -21       15-67      5-21 

_798        c  —  354        To_698        7_645        19_6897 
~~756  ~~312  ~745  ~132  ~6435 

_4765         n_4968  _3857        in_58967 

~4123  ~7253  ~6142  "52143 

Note — After  the  combinations  have  been  duly  taught,  the 
teacher  should  lead  the  pupils  to  see  that  adding  a  cipher  does 
not  increase  the  value  of  any  figure  or  set  of  figures. 

7.  After  completing  the  teaching  of  the  above  couplets,  use 
three  figures  in  a  group  and  drill  for  accuracy  and  speed. 

SECOND  GEADE  A. 

k 

1.  Simple  oral  problems  dealing  with  things  familiar  to  the 
child  and  affording  him  an  opportunity  to  apply   number 
facts  that  he  has  learned. 

2.  Continue  the  use  and  application  of  inch,  foot  and  yard. 
Measure  materials  used  in  the  regular  work  of  the  grade. 

3.  Estimate  and  test  lengths  and  distances. 

4.  Teach  the  following  table  from  actual  use  of  the  measures 
and  apply  in  simple  problems. 

2  pints  =1  quart 
4  qnarts=l  gallon 

5.  Use  cent,  nickel  and  dime  in  oral  problems  so  as  to  create 
interest,  arouse  mental  activity,  and  appeal  to  the  sense  of 
utility  by  having  the  children  deal  with   familiar    articles 
and  prices. 

Eemember  that  this  is  thought  work. 

6.  Eeview  the  forty-five  combinations. 

7.  Teach  reading  and  writing  of  numbers  to  1000, 

8.  Add  groups  of  two,  three  and  five  figures. 

18 


ARITHMETIC — THIRD    GRADE    B 


Be  sure  that  the  children  understand  the  relation  of  the 
forty-five  combinations  to  the  addition  of  a  column  of  fig- 
ures, e.  g.,  9+8,  29+8,  89+8,  19+8,  etc. 

9.    Teach  subtraction. 

10.  Teach  carrying  and  add  three  columns  not  more  than  five 
figures  high. 

11.  Emphasize  rapid  and  accurate  oral  work  in  the  combina- 
tions, and  do  not  begin  the  written  work  until  this  has  been 
secured. 

THIRD  GRADE  B. 

1.  Continue  the  simple  oral  problems.     See  Second  Grade. 

2.  Review  the  table  of  Liquid    Measure    taught    in    Second 
Grade. 

3.  Teach  dozen  and  half  dozen. 

4.  Teach  the  table  of  Dry  Measure  from  actual  use  and  appli- 
cation of  the  measures  in  simple  oral  problems. 

2  pints=l  quart 
8  quarts=l  peck 
4  pecks=l  bushel 

5.  Review  inch,  foot  and  yard  and  teach  pupils  how  to  meas- 
ure with  the  foot  rule  in  inches  and  half  inches.    Apply  to 
their  hand  work. 

6.  Continue  the  work  in  the  use  of  cent,  nickel  and  dime ;  also 
use  the  quarter  and  half  dollar.    Be  sure  that  the   pupils 
know  how  to  make  change  properly. 

7.  Teach  reading  and  writing  of  numbers  to  six  places. 

8.  Continue  the  rapid  work  in  the  addition  combinations,  using 
groups  of  two,  three  and  five  figures.    Work  for  accuracy 
and  speed. 

9.  Continue  the  work  in  Addition,  using   three   columns  five 
figures  high. 

10.    Continue  the  work  in  Subtraction,  using  six  figures  across. 

19 


COURSE    OF    STUDY 


11.    Teach  the  thirty-six  sets  of  factors  from  products  in  the 
order  given  below: 


25 

4 

81 

9 

49 

64 

6 

15 

10 

14 

8 

27 

32 

20 

35 

30 

21 

40 

28 

45 

,  42 

54 

48 

56 

63 

72 

16 

24 

18 

12 

36 

Note — Avoid  teaching  the  factors  of  the  various  products 
in  rotation  or  in  the  form  of  the  usual  tables.  Thirty-six  sets 
of  factors  are  obtained  by  omitting  those  sets  in  which  the 
figure  one  appears  as  a  factor;  also  those  sets  in  which  either 
factor  is  more  than  nine. 

Children  will  learn  the  former  without  any  special  empha- 
sis and  will  not  need  the  latter  in  working  examples  in  multipli- 
cation or  division.  In  teaching  a  set  of  factors  be  sure  that  the 
children  are  able  to  reverse  the  factors,  e.  g.,  7x4 — 4x7. 

Observe  that  the  products  in  the  last  line  have  more  than 
one  set  of  factors  and  so  are  taught  last. 
12.    Teach  Multiplication  with  one  figure  in  the  multiplier. 

THIRD  GRADE  A. 

I 

1.  Continue  the  oral  problem  work  as  in  Third  Grade  B. 

2.  If  pupils  are  able  to  do  the  oral  work  accurately  and  rapidly 
they  may  begin  simple  work  in  wrritten  problems  involving- 
one  operation. 

3.  Review  Liquid  Measure  and  Dry  Measure  and  continue  to 
apply  these  measures  in  simple  problems. 

4.  Teach  Table  of  Time  and  apply  in  problems. 

60  seconds=l  minute 
60  minute s— 1  hour 
24  hours— 1  day 
7  days=l  week 
The  children  should  know  the  days  of  the  week  and  the 

20 


ARITHMETIC — THIRD    GRADE    A 


months  of  the  year,  also  how  to  tell  the  time  of  day  readily 
before  they  leave  the  Third  Grade. 

The  following  may  prove  helpful  in  memorizing  the  num- 
ber of  days  in  each  month : 

Thirty  days  hath  September, 
April,  June  and  November. 
All  the  rest  have  thirty-one 
Save  February,  which  alone 
Has  twenty-eight,  and  one  day  more 
We  add  to  it  one  year  in  four. 

5.  Continue  the  use  of  coins,  previously  taught,  in  oral  prob- 
lems.   See  statement  in  Second  Grade  A  outline. 

6.  Teach  Eoman  Numerals  to  and  including  L. 

7.  Continue  the  rapid  oral  work  in  Addition  and  Multiplica- 
tion.    Be  sure  that  the  children  can  work  accurately  and 
rapidly  in  class  before  they  are  permitted  to  do  silent,  writ- 
ten work  at  their  seats. 

8.  Continue  the  work  in  Addition,  using  three  columns   ten 
figures  high. 

9.  Continue  work  in  Subtraction. 

10.  Teach  Multiplication  with  two  and  three  figures  in  the  mul- 
tiplier. 

11.  Teach  Short  Division,  avoiding  the  use  of  remainders  at 
first. 

12.  The  meaning  of  signs  +,  — ,   X,  -^-,  =  should  be  taught 
as    the  teacher  has    occasion  to  use  them.       The  children 
should  understand  and  be  able  to  use  all  these  signs  before 
they  leave  the  Third  Grade. 

13.  The  terms   sum,  minuend,   subtrahend,  remainder,  multi- 
plier, multiplicand,  product,  partial  product,  divisor,  divi- 
dend and  quotient  should  be  taught  as  the  teacher  has  occa- 
sion to  use  them.    Be  sure  that  the  children  know  the  mean- 
ing of  all  these  terms  before  they  leave  the  Third  Grade. 

21 


COURSE    OF    STUDY 


FOURTH  GEADE  B. 

1.  Continue  the  oral  problem  work  of  preceding  grades.  Short 
mental  tests  will  help  the  teacher  to  note  the  progress  of 
each   child  in  the  power   to  think  accurately   and   quickly. 
This  part  of  the  work  is  not  for  drill,  but  should  be  used 
to  stimulate  mental  activity. 

2.  Eeview  Liquid  Measure,  Dry  Measure  and  Table  of  Time  by 
using  them  in  simple  problems  involving  one  operation. 

3.  Teach  Linear  Measure  as  a  table  and  apply  in  problems. 

12  inches— 1  foot 

3  feet=l  yard 
5280  feet— 1  mile 
As  occasion  requires  teach 

5y2  yards  or  16%  feet=l  rod 
320  rods— 1  mile 

4.  Teach  how  to  measure  with  the  foot  rule  in  inches,  half 
inches  and  quarter  inches  by  actual  measurements.  Let  the 
child  use  his  ruler  enough  to  become  familiar  with  it. 

5.  Teach  the  children  how  to  write  dollars  and  cents,  and  how 
to  use  the  same  in  problems. 

6.  Teach  reading  and  writing  of  numbers  to  seven  places. 

7.  Teach    Roman  numerals  to  and  including  C;    also  teach 
values  of  D  and  M. 

8.  Continue  the  rapid  oral  work  in  Addition  and  Multiplica- 
tion as  the  needs  of  the  class  may  require. 

9.  Continue  the  work  of  Addition,  using  four  and  five  columns 
from  six  to  ten  figures  high. 

10.  Have  enough  work   in  Subtraction  so  that  the  pupils   will 
keep  the  process  and  all  the  exceptions  clearly  in  mind. 

11.  Continue  the  work  in  Multiplication  with  two  and  three  fig- 
ures in  the  multiplier,  calling  particular  attention  to  the 
effect  of  ciphers  in  multiplicand  and  multiplier. 

22 


ARITHMETIC — FOURTH    GRADE    A 


12.  Continue  the  work  in  Short  Division.  Use  remainders  and 
emphasize  the  various  exceptions,  e.  g.,  cipher  in  the  quo- 
tient, etc. 

FOURTH  GRADE  A. 

1.  Oral  problem  work — See  Fourth  B  outline. 

2.  Review  tables   of  measures,  previously  taught,  by  using 
in  problems  that  do  not  involve  more  than  two  operations. 
Present  the  same  fact  in  a  variety  of  ways  so  as  to  make  the 
children  think.    Avoid  using  problems  for  drill  work. 

3.  Teach  Avoirdupois  Weight  and  apply  in  problems. 

16    ounces=l  pound 
100  potuids=l  hundred  weight 
2000  pounds=l  ton 

4.  Teach  gross  and  score  and  apply  in  problems. 

5.  Continue  problems  using  dollars  and  cents. 

Simple  bills  will  suggest  one  type  of  this  kind  of  problem. 

6.  Continue  the  reading  and  writing  of  numbers  according  to 
the  needs  of  the  class. 

7.  Continue  the  work  in  Addition,  Subtraction,  Multiplication 
and  Short  Division,   emphasizing  those  points  which   are 
most  liable  to  cause  inaccurate  work.     Drill  for  accuracy 
and  speed. 

8.  Teach  Long  Division,  using  two  figures  in  the  divisor  until 
the  children  have  mastered  the  various  steps  in  this  pro- 
cess ;  then  use  three  and  four  figures  in  the  divisor. 

STEPS:     Test  with  Trial  Divisor 
Multiply 
Compare 
Subtract 
Bring  down 

Be  sure  that  each  child  knows  how  to  use  the  trial  divisor 
and  does  not  "guess"  at  the  quotient  figure. 

23 


COURSE    OP    STUDY 


9.  Drill    in    all    Fundamental    Processes    for    accuracy    and 
rapidity. 

FIFTH  GRADE  B. 

1.  Develop  the  fraction  idea  with  concrete  material  as  far  as 
it  may  be  necessary. 

2.  Use  the  fractions  in  oral  and  written  problems. 

3.  Continue  problem  work  as  a  means  of  reviewing  and  using 
the  various    tables    of    weights  and    measures    previously 
taught.     (See  Fourth  Grade  outline.)     This  work  should  be 
a  stimulus   to  mental  activity  and  should  provide   thought 
material. 

4.  Continue  reading  and  writing  of  numbers,  both  Arabic  and 
Roman,  according  to  the  needs  of  the  class.     It  is  rarely 
necessary  to  go  higher  than  billions  in  Arabic  numbers. 

5.  Continue  the  work  in  the  fundamental  processes.     Place 
special  emphasis  on  that  part  of  each  process  in  which  fail- 
ures are  most  frequent.    Devote  a  few  minutes  every  day  to 
a  systematic  drill  on  some  process  to  obtain  accuracy  and 
speed. 

6.  Teach  the  multiplication  of  a  whole  number  by  a  mixed 
number  and  vice  versa  as  a  part  of  the  fundamental  pro- 
cesses. 

7.  Teach   odd,   even   and   prime   numbers;    also   meaning   of 
" prime  to  each  other." 

8.  Teach  rules  for  divisibility  of  numbers  by  2-4-8 ;  3-6-9 ;  5-10. 

9.  Begin  formal  work  in  Common  Fractions  by  teaching  and 
using  the  terms  integer,  fraction,  numerator,  denominator, 
proper    fraction,   improper   fraction,   mixed   number,    like 
fractions,  unlike  fractions,  terms  of  a  fraction,  factor  and 
common  factor. 

10.  Teach  how  to  change: 

a.  An  integer  to  a  fraction. 

b.  A  mixed  number  to  an  improper  fraction. 

c.  An  improper  fraction  to  a  whole  or  mixed  number. 

24 


ARITHMETIC— FIFTH    GRADE    A 


11.  Teach  how  to  reduce  fractions  to  higher,  lower  and  lowest 
terms.    Teach  Greatest  Common  Divisor  as  applied  to  this 
topic,  but  no  more  exhaustively. 

12.  Teach  how  to  reduce  fractions  to  a  common  denominator. 
Get  the  least  common  denominator  by  inspection  when  pos- 
sible.   This  is  the  place  to  accent  the  fact  that  the  denomi- 
nator gives  the  name  to  the  fraction ;  hence  common  denom- 
inator means  same  name.    '  Teach  Least  Common  Multiple 
as  applied  to  this  topic,  but  no  more  exhaustively. 

13.  Teach  Addition  and  Subtraction  of  Fractions  and  Mixed 
Numbers. 

FIFTH  GRADE  A. 

1.  Contiue  the  oral  problem  work.     (See  Fourth  Grade  B  out- 
line.) 

2.  Continue  written  problem  work  as  outlined  in  Fifth  B. 

3.  Continue  the  work  on  bills,  teaching  how  to  receipt  them. 

4.  Use  the  ruler  in  practical  work,  measuring  to  one-eighth  of 
an  inch. 

5.  Develop  the  idea  of  surface  and  teach  Square  Measure. 

144  square  inches=l  square  foot 
9  square  feet     =1  square  yard 
160  square  yards  =1  square  acre 
Teach  as  you  find  it  necessary 

3014  square  yards 

or  =1  square  rod 

272%  square  feet 

6.  Use  practical  problems  in*  finding  simple  areas  from  given 

dimensions ;  also  in  finding  one  dimension  when  the  area  and 
'  one  other  dimension  are  given. 

7.  Continue  to  read  and  write  whole  numbers,  also  dollars  and 
cents,  with  particular  reference  to  the  various  combinations 
of  ciphers. 

25 


COURSE    OP    STUDY 


8.  Continue  the  work  in  the  fundamental  processes  as  out- 
lined for  Fifth  B. 

9.  Continue  the  work  in  Addition  and  Subtraction  of  Frac- 
tions and  Mixed  Numbers. 

10.  Teach  Multiplication   and    Division    of    Fractions,  using 
Cancellation  whenever  possible. 

11.  Use  compound  and  complex  fractions  simply  as  a  means 
of  reviewing  the  above. 

12.  Teach  "of"  as  a  sign  of  multiplication;  and  be  sure  that 
the  pupils  understand  the  meaning  of  "by"    in    "divided 
by"  as  an  equivalent  of  the  division  sign. 

SIXTH  GRADE. 

GENERAL  STATEMENT. 

If  the  work  up  to  this  point  has  been  properly  done,  the 
pupils  should  be  able  to  perform  the  various  fundamental  op- 
erations with  such  accuracy  and  facility  that  the  teacher  may 
now  devote  most  of  the  time  to  the  development  of  the  child's 
reasoning  powers. 

A  brief,  daily,  rapid,  systematic  drill  on  some  one  of  the 
fundamental  processes  should  serve  to  maintain  and  even  in- 
crease the  automatic  power  which  the  child  has  gained  in  the 
work  of  previous  grades. 

The  problems  of  these  last  three  grades  should  be  based 
upon  the  best  business  practice  of  the  day  and  should  represent 
operations  of  real  life.  They  should  be  so  prepared  by  the 
teacher  or  carefully  selected  by  her  from  some  good  text,  as  to 
meet  the  needs  of  the  class.  No  arithmetic  can  take  the  place 
of  a  good  teacher.  The  wording  of  the  problems  should  be 
varied  as  much  as  possible,  and  absolute  accuracy  should  be 
expected.  Pupils  must  comprehend  the  conditions  in  a  prob- 
lem before  attempting  its  solution.  They  should  be  taught  to 
look  for  what  is  given  and  what  is  required  as  the  first  step  in 
problem  work. 

26 


ARITHMETIC — SIXTH    GRADE    B 


Less  time  should  be  given  to  explaining  problems  for 
which  the  pupils  are  unprepared;  and  more  time  devoted  to 
solving  problems  which  they  can  master  independently. 

The  new  problem  which  is  being  taught  should  be  mixed, 
in  the  assignment  to  the  class,  with  problems  involving  other 
principles  which  have  been  previously  mastered,  so  that  pupils 
must  discriminate  between  the  new  and  the  familiar  types. 

The  work  of  all  preceding  grades  should  be  considered  a 
part  of  the  work  of  each  of  these  grades,  and  the  various  tables 
of  weights  and  measures  previously  taught  should  afford  ma- 
terial for  problems. 

The  practice  of  devoting  the  recitation  period  to  indis- 
criminate explanation  of  problems  prepared  during  the  study 
period  is  wasteful.  Much  of  this  time  should  be  used  for  mental 
arithmetic  which  is  a  very  important  part  of  the  work  of  these 
grades. 

The  use  of  small  numbers  in  this  mental  work  enables  the 
mind  to  be  wholly  concentrated  on  the  conditions  found  in  the 
problem.  It  prepares  the  way  for  dealing  with  larger  numbers 
and  is  a  means  of  stimulating  thought  in  the  written  work. 

SIXTH  GRADE  B. 

1.  Brief,  daily  drill  on  fundamental  processes.     (See  "Gen- 
eral Statement. ") 

2.  Eeview  all  processes  in  common    fractions,    using    them 
both  in  problems  and  in  abstract  work. 

3.  The  range  of  problems  should  involve  all  principles  taught 
in  this  grade  or  preceding   grades.     A    clear    method    of 
statement  and  neat  arrangement  of  work  should  be  rigidly 
required. 

4.  Teach  Decimal  Fractions. 

a.  Show  relations  to  fundamental  processes  and  to  Com- 
mon Fractions. 

b.  Meaning  and  use  of  the  decimal  point. 

27 


COURSE    OF    STUDY 


c.  Notation  and  Numeration. 

d.  Effect  of  moving  decimal  point  to  right  or  left. 

e.  Placing  the  decimal  point    in  the    four    fundamental 
processes. 

f.  Changing  common  fractions  to  decimals. 

g.  Changing  decimals  to  common  fractions. 

5.    Review  square  measure  and  teach  cubic  measure,  applying 
both  in  practical  problems. 

SIXTH  GRADE  A. 

1.  Brief  daily  drill  on  the  fundamental  processes.     (See  "Gen- 
eral Statement.") 

2.  Continue  to  review  common  fractions  as  in  Sixth  Grade  B. 

3.  Review  decimal  fractions,  using  them  both  in  problems  and 
in  abstract  work. 

4.  Teach  Fractional  Relations. 

a.  Finding  a  part  of  a  number,  e.  g.,  %  of  21. 

b.  Finding  what  part  one  number  is  of  another,  e.  g., 
What  part  of  the  cost  is  loss  or  gain? 

c.  Finding  a  number,  which  represents  the  whole,  when 
a  part  is  given,  e.  g.,  %  of  the  pupils  or  27  are  pres- 
ent, how  many  belong  to  the  grade? 

5.  Memorize  the  following  equivalents  in  United  States  money 
and  use  in  oral  and  written  problems : 

y2,  %,  %,  V4,  %,  %,  %,  %,  M,  y8,  %,  %,  7/8,  MO,  M2,  y2o,  e.  g.  y2= 

50  cents. 
i/3=33y3  cents,  etc. 

6.  Board  Measure,    as  the  needs  of  the  pupils  may    require, 
should  be  taught  by  the  Manual  Training  teacher  in  con- 
nection with  the  regular  work  of  this  department. 

7.  In  reviewing  the  various  tables  of  weights  and  measures, 
previously  taught,  make  such  application  of  the  principle  of 
reducing  from  a  higher  to  a  lower,  or  a  lower  to  a  higher, 
denomination  as  you  can  use  in  problems  of  real  life. 

28 


ARITHMETIC— SEVENTH   GRADE   A 


SEVENTH  GRADE  B. 

1.  Continue  brief  daily  drill  on  fundamental  processes.     (See 
' < General  Statement.") 

2.  Continue  rapid  oral  work  in  all  processes  of  common  and 
decimal  fractions. 

3.  At  least  one-half  of  the  problem  work  in  this  grade  should 
involve  the  principles  taught  and  the  tables  of  weights  and 
measures  used  in  the  preceding  grades.       (See  "General 
Statement.") 

4.  Teach  the  language  and  meaning  of  Percentage  in  its  rela- 
tion to  common  and  decimal  fractions. 

5.  Eeview  topic  5  of  the  Sixth  Grade  A  outline  and  teach  the 
per  cent  equivalents. 

6.  Teach  the  three  cases  of  percentage,  showing  the  relation 
of  each  to  the  work  in  common  fractions  as  outlined  in  topic 
4  in  Sixth  Grade  A. 

7.  Make  practical  business  application  of  the  above  cases  to 
the  subject  of  Profit  and  Loss. 

SEVENTH  GRADE  A. 

1.  Drill  and  review  as  outlined  for  the  B  Class. 

2.  Teach  the  first  case  in  Commission. 

3.  Teach  Simple  and  Trade  Discount  with  practical  applica- 
tions. 

Review  bills  in  connection  with  this  topic. 

4.  Teach  how  to  find  premium  on  an  Insurance  Policy. 

5.  Teach  Simple  Interest  by  the  six  per  cent  and  one  other 
method.    This  topic  includes  the  subtraction  of  dates;  also 
finding  the  amount. 

6.  As  outlined  in  the  B  Class  a  large  part  of  the  problem 
work  should  deal  with  what  has  been  taught  in  the  preced- 
ing grades. 

29 


COURSE    OF    STUDY 


7.  Use  many  oral  and  written  problems  with  all  phases  of  the 
work  taught  in  this  and  preceding  grades.  Use  the  prob- 
lems for  thought  and  not  for  drill.  (See  "General  State- 
ment. ") 

EIGHTH  GRADE  B. 

1.  Drill  and  review  as  outlined  for  the  Seventh  Grade. 

2.  Teach  Bank  Discount. 

a.  Promissory  note  with  and  without  interest. 

b.  Term  of  discount. 

c.  Discount. 

d.  Proceeds. 

Oral  and  written  problems  in  this  work. 

3.  Teach  Eatio  and  Simple  Proportion. 

4.  Teach  Square  Eoot  and  its  application  to  the  triangle. 

5.  Problem  work  as  outlined  in  the  Seventh  Grade  and  in  the 
"General  Statement." 

EIGHTH  GEADE  A. 

1.  Drill  and  review  as  outlined  in  the  Seventh  Grade. 

2.  Eeview  the  applications  of  Square  Eoot  as  applied  to  the 
triangle. 

3.  Eeview  problems  in  all  tables  of  weights  and  measures  pre- 
viously taught. 

4.  Teach  the  subject  of  measurement  as  applied  to  the  triangle, 
parallelogram,  circle  and  cylinder. 

5.  Pupils  in  this  grade  should  become  familiar  with  such  com- 
mon business  forms  as  the  following :  checks,  money  orders, 
deposit  slips,  receipts  and  endorsements. 

6.  The  pupils  of  this  grade  should  also  know  how  to  keep  a 
simple,  personal  cash  account. 

7.  General  Eeview  (last  ten  weeks).     (See  "General  State- 
ment. ") 

30 


READING 


Reading 


Beading  is,  beyond  comparison,  the  most  important  of  the 
conventional  school  exercises,  not  only  because  it  is  the  key  to 
the  world's  great  literature,  but  because  any  considerable 
advancement  in  the  other  departments  of  school  work  is  impos- 
sible without  it.  Hence  it  should  receive  the  first  consideration 
of  the  primary  teacher  in  the  preparation  of  her  program  of 
formal  work.  A  child  who  has  completed  the  primary  grades 
should  be  able  to  read  any  production  whose  thought  and 
vocabulary  he  can  comprehend.  If  any  considerable  number  of 
normal  children  can  not  do  this,  there  is  something  wrong  with 
teacher  or  method.  It  does  not  follow  from  this  that  a  greatly 
increased  amount  of  time  should  be  put  upon  reading.  This 
would  cause  weariness,  loss  of  interest,  and  would  defeat  the 
desired  end.  An  abundance  and  variety  of  interesting  exercises, 
properly  balanced,  afford  needed  mental  relief,  stimulate  inter- 
est and  reinforce  one  another. 

Dull  grind  upon  words  will  not  make  good  readers  in  any 
sense.  Interest  is  fundamental.  The  child  learning  to  read 
must  be  consciously  seeking  thought  through  the  symbol.  If 
reading  is  well  taught,  children  learn  to  read  without  much  con- 
scious effort  to  that  end.  The  conscious  effort  will  have  been 
expended  in  the  search  for  information  or  other  object  of  inter- 
est, and  reading  will  have  been  merely  the  new  road  to  the 
sought  for  goal. 

In  all  grades  the  teacher  should  constantly  bear  in  mind  the 
importance  of  cultivating  a  taste  for  good  literature.  Giving 
the  child  possession  of  the  art  of  reading,  without  the  power  to 
discriminate  between  good  literature  and  bad,  is  like  giving  him 
a  sharp  tool  without  instruction  as  to  its  proper  use.  Hence  no 
demand  for  formal  exercises  as  drill  work  or  for  other  purposes 
should  ever  induce  the  teacher  to  give  the  child  reading  matter 
which  is  not  in  itself  worth  reading. 

31 


COURSE    OP    STUDY 


If  the  course  of  instruction  in  the  reading  does  not  give 
most  of  the  children  power  to  read  freely  and  with  good  expres- 
sion any  suitable  material  and  to  discriminate  the  good  from 
the  bad  and  choose  the  good,  the  work  is  not  successful. 

I.    TEXTS. 

From  the  standpoint  of  method  there  are  two  types  of 
primary  reading  texts  available.  One  type  makes  no  provision 
for  giving  through  the  pages  of  the  primer  or  first  reader  any 
part  of  the  mechanics  of  reading.  The  other  type  does  attempt 
to  provide  either  openly  or  in  disguised  form  for  more  or  less 
of  the  necessary  mechanics.  An  example  of  the  first  type  is  to 
be  found  in  the  primer  or  first  reader  that  gives  the  simple  con- 
tinuous story.  There  is  no  reference  in  such  a  text  to  phonetics 
nor  to  any  one  of  the  method  devices  or  method  principles 
involved  in  gaining  control  of  the  mechanism  of  reading.  All 
this  latter  work  is  to  be  provided  from  sources  other  than  the 
reading  text.  Examples  of  the  second  type  are  more  numerous. 
Books  of  the  second  type  vary  from  those  which  merely  involve 
the  essential  repetition  of  words,  to  those  which  attempt  to 
incorporate  the  necessary  instruction  in  phonetics. 

It  is  difficult  to  find  a  sound  defense  for  the  ultimate  use  in 
primary  work  of  books  other  than  the  first  type  named  above. 
The  chief  aim  in  reading  is  to  gather  the  continuous  and  un- 
broken thought  from  the  printed  page.  The  relation  of  the 
mechanics  of  reading  to  the  real  reading  which  should  be  carried 
on  when  once  the  printed  page  is  placed  before  the  child,  is 
analogous  to  the  relation  between  spelling  and  the  written  com- 
position. Spelling  is  taught  as  a  subject.  Pure  spelling  could 
no  more  be  justified  than  could  pure  phonetics.  Spelling  finds 
its  application  in  the  written  composition.  No  teacher,  however, 
thinks  of  interjecting  comments  on  spelling  when  a  child  is 
writing  a  composition.  What  is  desired  in  the  composition  is 
the  continuous  flow  and  expression  of  thought.  It  is  just  as 
essential  in  reading  proper  that  the  mechanism  of  phonetics  and 
word  repetition  and  all  other  details  involved  shall  be,  so  far 

32 


READING 


as  possible,  anticipated  before  the  reading  lesson  begins,  thereby 
holding  the  emphasis  on  the  big  thing  in  reading,  which  is  the 
gathering  of  the  continuous  thought,  as  it  is  to  observe  the  same 
care  in  not  interrupting  the  child  in  the  writing  of  his  composi- 
tion. Of  course  there  are  times  when  wisdom  requires  that  the 
reading  proper  shall  be  discontinued  and  the  unfamiliar  word 
attacked.  This  is  exceptional. 

It  should  be  stated  frankly,  therefore,  that  the  present 
policy  with  reference  to  primary  reading  will  aim  to  lead  ulti- 
mately to  the  use  of  those  primers  and  first  readers  which  make 
no  provision,  disguised  or  otherwise,  for  the  mechanism  of  read- 
ing, but  which  present  the  simple  story  in  continuous  form  and 
leave  to  the  teacher  the  doing  of  all  things  that  are  necessary 
to  enable  the  child  to  get  that  simple  continuous  story  presented. 

While  this  suggests  the  type  of  book  toward  which  we 
should  look,  nevertheless  no  primer  or  first  reader  will  be 
adopted  as  a  uniform  requirement  for  all  schools.  The  books 
for  the  first  year's  work  in  reading  will  be  supplied  as  supple- 
mentary books  by  the  Board  of  Education.  No  child,  therefore, 
will  be  expected  to  purchase  a  reading  book  during  the  first  year 
of  school.  All  basal  books  beyond  the  first  year  will  be  pur- 
chased by  the  children.  The  present  basal  text,  Stepping  Stones 
to  Literature,  will  be  continued  until  further  notice.  All  chil- 
dren, therefore,  upon  the  completion  of  the  first  year's  work, 
will  purchase  Book  II  in  the  Stepping  Stones  series.  So  far  as 
possible  sets  of  different  books  will  be  placed  in  the  schools  as 
needs  and  opportunities  may  develop.  Requisitions  for  texts 
may  be  made  by  Principals.  The  approval  of  these  requisitions 
by  the  Superintendent  will  constitute  the  only  form  of  adoption 
necessary. 

II.    MECHANICS  OF  READING 
1.     INTRODUCTORY  STATEMENT. 

The  ultimate  use  of  primary  reading  texts  which  provide 
for  no  part  of  the  mechanics  of  reading,  is  a  challenge  to  the 

33 


COURSE    OF    STUDY 


highest  professional  spirit  of  our  teachers.  Frankly  stated  it 
means  that  each  teacher  of  primary  reading  must  master  the 
principles  involved  and  must  interpret  all  details  and  devices 
in  the  light  of  these  principles.  There  should  be  the  widest 
possible  freedom  for  each  teacher  to  use  such  means  of  reaching 
the  desired  end  as  her  needs,  experience  and  ingenuity  may 
warrant.  On  the  other  hand  there  should  be  rigid  uniformity 
in  the  grasp  and  application  of  the  essential  principles  involved. 
Uniformity  in  aim  and  principle,  freedom  and  variety  in  means 
and  devices  make  for  the  highest  professional  advancement  to 
teacher  and  system  alike.  To  this  end  the  following  statement 
of  principles  is  made : 

2.     THE  VITAL  ASSOCIATION. 

The  experienced  reader  in  all  silent,  or  though-getting  read- 
ing, apparently  makes  an  instantaneous  association  between  the 

a.  Visual,  or  sight  of  the  printed  word,  or  symbol,  and  the 

b.  Mental  concept,  or  meaning  of  the  word,  or  symbol. 

Since  the  teacher  of  primary  reading  aims  to  develop  in  the 
children  the  power  to  make  this  instantaneous  association,  it 
is  essential  that  the  main  laws,  or  principles  of  association,  shall 
be  kept  in  mind.  Of  these  laws,  or  principles,  three  are  of 
special  importance.  In  general,  the  strength  of  the  association 
will  vary  with 

(1)     INTENSITY  OF  THE  STIMULUS. 

We  naturally  remember  longest  those  things  which  produce 
the  strongest  impression  upon  us  at  the  outset.  Each  of  us 
associates  certain  experiences  with  certain  times  and  places.  A 
child  badly  injured  by  an  explosion  on  the  Fourth  of  July  for- 
ever associates  the  day  and  the  experience.  If  the  new  word  and 
its  meaning  can  be  fused  by  a  vivid  impression,  the  association 
will  often  be  permanently  made.  This  suggests  the  importance 
of  not  attempting  too  many  new  words  in  any  given  lesson,  as 
well  as  the  importance  of  having  the  teacher  prepared  to  pre- 
34 


READING 

sent  every  new  word  as  vividly  as  possible.  In  this  connection 
it  will  repay  every  teacher  to  read  the  chapter  in  Dr.  Montes- 
sori's  book  on  The  Assignment  of  the  Lesson.  While  lessons 
are  not  assigned  to  the  beginner  in  reading,  the  principles  set 
forth  in  this  chapter  admirably  reveal  the  importance  of  gain- 
ing the  intense  stimulus  through  avoiding  a  multitude  of  con- 
fusing impressions. 

* 

(2)     INTEREST. 

The  child,  like  the  adult,  retains  best  those  things  in  which 
he  has  a  vital  interest.  Nothing  is  of  greater  concern  to  us 
than  that  which  meets  a  conscious  need.  Childhood  is  vitally 
interested  in  the  story.  The  mechanics  of  reading  is  simply  a 
means  of  enabling  the  child  to  get  for  himself  the  story  concealed 
in  the  printed  page.  The  desire  to  get  the  story  is  a  strong 
incentive  and  one  that  leads  to  an  interest  in  the  means.  So 
far  then  as  every  new  step  in  the  mechanics  can  be  approached 
through  an  activity  of  vital  interest  to  the  child,  so  far  the  asso- 
ciation will  be  strengthened  and  retentiveness  secured.  In  fact, 
if  interest  is  to  be  secured  in  the  process,  it  must  be  secured 
through  activities  that  appeal. '  Physical  activity,  curiosity,  imi- 
tation, etc.,  are  instinctive  with  children,  and  every  such  instinct 
should  be  made  use  of.  This  involves  the  use  of  games,  rhymes, 
and  other  means  so  well  understood  by  the  primary  teacher. 

(3)     BEPETITION. 

It  is  generally  true  that  the  greater  number  of  times  a  pro- 
cess is  performed  the  more  easy  and  automatic  the  process 
becomes.  This  is  the  law  of  association  most  commonly  used. 
It  lies  at  the  basis  of  the  so-called  drill  in  school. 

3.     EXPRESSION. 

It  is  exceptional  when  any  child  of  legal  school  age  has  not 
gained  from  his  environment  before  entering  school  all  the 
experiences  necessary  to  enable  him  to  get  readily  the  meaning 

35 


COURSE    OF    STUDY 


of  any  good  primer  or  first  reader  story  that  is  read  aloud  to 
the  child.  If  this  assumption  be  valid,  then  it  is  obvious  that 
oral  expression,  or  pronouncing  the  word  aloud,  plays  an  espe- 
cially important  part  with  the  beginner,  since  by  this  process 
the  unknown,  or  visual  symbol,  is  interpreted  in  terms  of  the 
known,  or  auditory  stimulus.  In  this  process  the  chain  of  asso- 
ciation is  as  follows : 

a.     VISUAL. 

This  consists  in  seeing  the  printed  word,  or  symbol.  For 
example,  the  word  cat. 

b.  MUSCULAK. 

In  the  word  cat,  the  two  phonograms  c  and  at  are  blended. 
Once  these  phonograms  have  been  taught  and  the  child  enabled 
to  make  the  blend,  the  vocal  organs  adjust  themselves  for  the 
pronunciation  of  the  word. 

c.  AUDITOKY. 

Once  the  child  pronounces  the  word  aloud,  the  word  reaches 
the  ear  through  the  oral  stimulus  with  which  the  child  is  fa- 
miliar. This  at  once  gives  rise  to  the 

d.     MENTAL  CONCEPT,  OK  MEANING  OF  THE  WOKD  EMPLOYED. 

As  the  child  develops  the  power  to  read  independently,  the 
intermediate  steps,  muscular  and  auditory,  are  apparently 
eliminated  and  the  association  of  word  and  concept,  steps  a 
and  d,  becomes  instantaneous.  This  is  true  in  all  silent  or 
thought-getting  reading.  All  intelligent  reading  aloud,  how- 
ever, involves  the  four  steps  stated. 

4.     DEAMATIZATION. 

The  chief  value  of  dramatization  in  primary  reading  is 
related  to  expression,  not  impression.  It  is  true  that  the  pro- 

36 


READING 


found  interest  of  the  child  in  dramatizing  makes  more  vivid  the 
impression  and  so  secures  a  retention  in  memory  of  the  thought 
content,  or  subject  matter.  For  this  reason,  dramatization  is 
a  valuable  educational  factor  through  all  the  grades.  There  is 
probably  no  means  of  portraying  so  vividly  to  the  child  an  im- 
portant historical  action  as  to  dramatize  it,  if  it  lends  itself  to 
dramatization.  As  a  factor  in  the  mechanics  of  primary  read- 
ing, however,  dramatization  is  of  great  value  in  securing  natural 
oral  expression.  No  child  will  merely  pronounce  words  in  a 
dramatization  which  interests  him.  He  will  rather  express 
through  these  words  all  the  meaning  which  they  convey.  As  a 
means  of  securing  free  and  natural  expression,  therefore, 
dramatization  should  be  freely  used  by  the  teacher  of  primary 
reading.  This  activity  recognizes  the  motor  instinct  strongly, 
and  no  instinct  of  childhood  is  of  greater  educational  concern 
or  value  than  the  motor. 

5.     THE  APPKOACH. 

There  is  common  agreement  to-day  that  the  names  of  the 
letters  of  the  alphabet  are  not  the  first  object  of  attack  in  pri- 
mary reading.  In  fact  Germany,  through  national  regulation, 
provides  that  primary  reading  shall  not  be  approached  through 
this  so-called  alphabet  method.  The  important  thing  is  the 
sound  or  value  of  the  letter,  not  the  name.  But  is  the  sound 
or  value  of  the  letter  the  first  object  of  attack?  Many  maintain 
that  the  order  of  procedure  should  be  first  the  sound  of  the 
letter,  then  the  combination  of  letter  sounds  into  words,  and 
then  the  combination  of  words  into  sentences.  This  synthetic 
method  of  approach  is  used  by  many  competent  teachers.  To 
say  that  pupils  cannot  be  taught  to  read  well  through  this 
approach  is  contrary  to  the  facts.  But  pupils  were  taught  to 
read  when  the  approach  was  made  through  the  names  of  the 
letters. 

The  question  of  approach  turns  largely  on  the  question  of 
interest.  Keeping  in  mind  the  two  great  objects  in  reading,  to 
enable  the  child  to  get  the  connected  thought,  and  to  enable  him 
to  express  this  thought  intelligently,  how  can  the  child  approach 

37 


COURSE    OF    STUDY 


these  needs  through  the  greatest  intensity  of  interest!  From 
this  point  of  view  it  would  seem  that  the  approach  would  be 
first  through  the  connected  simple  story  as  told  by  the  teacher. 
Every  child  loves  the  story,  and  there  is  no  doubt  as  to  the  in- 
terest of  a  child  in  the  presence  of  a  story  well  told.  This  fur- 
nishes a  strong  incentive  for  enabling  the  child  to  acquire  the 
means  of  getting  the  story  for  himself  from  the  printed  page. 
It  also  guarantees  a  well  established  thought  content  in  the  mind 
of  all  pupils. 

The  next  step  is  the  breaking  of  this  story  into  the  short, 
simple  connected  sentences  which  compose  it.  In  this  way  in- 
terest is  still  held,  and  the  connected  thought  element  is  im- 
pressed upon  the  child  as  the  important  thing.  Furthermore, 
as  the  first  of  these  short  sentences  is  placed  upon  the  black- 
board and  "read"  by  the  pupils  with  the  aid  of  the  teacher, 
the  oral  expression  is  in  terms  of  connected  thought.  These 
impressions  of  connected  thought-getting  and  connected  thought 
expression,  are  all  important.  They  are  natural  in  that  they 
conform  to  the  oral  language  life  of  the  child,  and  they  guard 
at  the  outset  against  the  mere  word  pronunciation  element  in 
reading. 

The  next  step  breaks  this  simple  sentence  into  its  compon- 
ent parts,  the  word.  This  is  followed  by  the  breaking  up  of  the 
word  into  letter  values.  Here,  of  course,  comes  the  necessary 
work  on  word  drill  and  phonetics. 

To  summarize,  the  natural  approach  in  primary  reading  is : 

a.  The  simple  story  told  by  the  teacher. 

b.  The  simple  connected  sentence  written  upon  the  black- 
board. 

c.  The  word. 

d.  The  letter  value. 

III.    PHONETICS. 

Immediately  following  this  preliminary  statement  is  the 
required  course  in  phonetics.  The  amount  of  work  that  will  be 
suggested  as  necessary  for  completion  each  semester  will  be 

38 


READING 

more  definitely  described  in  the  teachers'  meetings  which  are 
to  follow.  There  are  two  valid  reasons  why  the  requirement  in 
phonetics  should  be  uniform  throughout  the  city.  In  the  first 
place  phonetics  is  taught  for  the  purpose  of  aiding  the  child  in 
articulation.  In  the  second  place  the  subject  of  phonetics  has 
come  to  be  regarded  as  necessary  if  the  child  is  to  gain  the 
power  that  will  enable  him  independently  to  work  out  pronun- 
ciation of  words.  It  is  comparatively  rare  that  the  meaning  of 
a  word  in  any  primary  text  is  not  known  to  the  child  when  once 
the  child  can  pronounce  aloud  the  word.  It  is  true  that  the  unit 
in  reading  is  the  sentence.  It  is  equally  true,  however,  that  the 
unit  in  the  mechanics  of  reading  is  the  letter  value,  or  sound, 
and  not  the  name.  If,  then,  two  such  essentials  as  articulation 
and  power  of  independent  application  in  reading  are  dependent 
to  a  great  extent  upon  phonetics,  then  the  best  procedure  should 
be  secured  and  applied  to  all  schools.  The  use  of  this  power 
may  be  applied  to  any  particular  book  within  the  range  of  the 
child  if  only  the  power  has  been  gained.  A  uniform  vocabulary 
is  by  no  means  essential  if  uniform  strength  in  getting  at  the 
word  through  the  mastery  of  phonetics  has  been  created;  hence 
the  option  in  the  choice  of  primers  and  first  year  texts  and  the 
uniform  requirement  in  phonetics. 

The  time  necessary  for  each  teacher  to  do  the  work  required 
in  phonetics  cannot  be  stated.  It  is  naturally  true  that  the  min- 
imum time  consistent  with  thorough-going  teaching  should  be 
used.  Ways  and  means  of  reducing  this  time  will  undoubtedly 
develop  as  the  work  proceeds. 

Phonetics  should  in  the  main  be  taught  in  separate  lessons, 
precisely  as  spelling  is  taught  in  the  separate  lesson  and  applied 
in  the  work  of  composition.  This  clearly  provides  that  all  pho- 
netics taught  shall  be  used  in  word  development,  thus  clearly 
recognizing  that  phonetics  is  a  valuable  MEANS  and  not  an 
end. 

PHONETIC  WOKK  FOR  FIRST  B  GRADE. 

In  the  teaching  of  phonetics  it  should  be  borne  in  mind  that 

39 


COURSE    OP    STUDY 


our  language  is  far  from  being  a  phonetic  language,  and  that 
any  attempt  to  teach  it  as  such  must  prove  a  failure. 

We  can,  however,  give  to  the  beginner  in  reading  a  great 
deal  of  power  if  the  sounds  of  letters  and  their  combinations 
be  taught  in  the  simplest  way. 

The  teacher  must  be  familiar  with  the  letters  as  to  those 
having  breath  sounds  and  those  having  vocal  utterance. 

The  following  outline  is  to  promote  clear,  distinct  articula- 
tion, good  voice  modulation  and  correct  habits  of  speaking. 
After  the  Second  Grade  work  has  been  completed  the  teacher 
should  know  that  through  this  suggestive  outline  the  child  will 
have  gained  power  to  help  himself,  to  produce  expressive  and 
thoughtful  reading,  and  that  he  has  received  mental  disclipine 
and  real  culture. 

OUTLINE — FIRST  GRADE  B. 

Sounds  of  consonants.  Short  sounds  of  vowels  with  these 
known  consonants. 

Note — Begin  blend  as  soon  as  a  few  consonants  and  the 
short  sound  of  "a"  have  been  given. 

Note — The  above  combination  will  form  basal  phonograms 
from  which  words  may  be  built  with  single  initial  phonograms 
as  for  example  f-at;  p-et;  s-it;  n-ot;  c-ut. 

Note — Do  not  refer  to  these  basal  phonograms  as  families, 
and  do  not  give  them  in  lists.  Long  sounds  of  vowels  may  be 
shown  here  by  adding  (e)  to  the  above  list.  Here  is  the  best 
place  to  give  rule  for  final  (e). 

Note — List  of  common  phonograms  out  of  which  hundreds 
of  words  can  be  made :  am — old — ail — eat — ill — ight — ing — all — 
ant — ink — air — ear — ash — end — ice  —  ill  —  edge — out — ought — 
east — utter — arrow — oil — ounce. 

Note — Use  no  diacritical  marks ;  speak  of  vowels  as  to  their 
first  and  second  sounds. 

Letter  names  are  to  be  given  during  this  term. 

40 


READING — SECOND    GRADE    B 


WORK  FOB  FIRST  GRADE  A. 

Note — Upon  entering  the  First  Grade  A  the  child  should 
know  the  names  and  sounds  of  all  the  letters. 

At  this  period  children  should  be  able  to  make  independ 
ently  any  phonetic  word  of  one  syllable  found  in  any  first  reader 
and  all  words  of  two  syllables  having  such  ending  as :  ing — ly 
— en — ed. 

A  constant  review  of  all  B  Grade  work  should  be  given. 
OUTLINE — FIRST  GRADE  A. 

The  phonograms  for  this  grade  may  be  taken  from  this  list 
as  the  teacher  wishes  to  present  them: 

oi;  oy;  c.;  ish;  dr;  bl;  fl;  pi;  si;  br;  pr;  gl;  gr;  fr;  tr;  cl; 
cr;  ness;  ful;  ck;  less;  ir;  ur;  ar;  or;  oo. 

In  teaching  the  compound  phonograms,  such  as  dr ;  br ;  tr  ; 
bl;  pi,  and  so  forth,  the  greatest  care  should  be  taken  in  giving 
the  correct  presentation.  Use  a  complete  word  and  reduce  until 
the  compound  phonogram  alone  remains  as:  drain,  dra,  dr. 
There  can  be  no  mistake  as  to  the  ear-training  in  this  way ;  the 
child  will  work  it  out  for  himself  and  hence  avoid  the  common 
error  of  giving  d  and  r  individual  sounds. 

The  simple  rule  for  two  vowels  coming  together  is  to  be 
taught  at  this  time  so  that  the  child  may  gain  in  power.  After 
having  such  words  as  road;  read;  seed,  the  child  will  see  that 
.the  first  vowel  has  its  name  sound. 

WORK  FOR  SECOND  GRADE  B. 

Note — Upon  entering  Second  Grade  B  the  child  should  be 
able  to  recognize  words  as  to  the  sound  of  vowel  therein  con- 
tained, 1st  or  2nd.  (Rules  for  final  e — and  two  vowels  coming 
together.) 

All  previous  work  should  be  reviewed  as  to  single  letter 
sounding,  blend,  building  of  new  words  and  selecting  known 

41 


COURSE    OF    STUDY 


phonograms  from  words  placed  upon  the  blackboard  by  the 
teacher. 

Note — The  power  to  select  these  phonograms  as  to  initial, 
basal  and  final  should  be  brought  out  here. 

New  phonograms  for  this  term  may  be  taken  from  the  list 
as  the  teacher  needs  them. 

a;  a ;  ar ;  -  er ;  ear ;  or ;  ir ;  ur ;  o ;  u ;  ew ;  ure ;  gh,  and  ph 
sounded  as  f. 

WORK  FOK  SECOND  GRADE  A. 

New  phonograms  :  as  ar ;  air ;  ear ;  eir ;  ci ;  ce ;  si ;  se ;  ti ; 
sound  as  sh. 

Note — Before  the  child  leaves  the  Second  Grade  A  the 
teacher  should  be  sure  that  he  knows  all  previous  work  in  a 
clear  definite  way.  No  child  is  ready  for  his  third  year  work 
unless  he  knows  all  the  sounds  of  all  the  vowels,  referring  to 
them  as  to  having  their  1st;  2nd;  3rd;  4th. 

WORK  FOR  THIRD  YEAR  COMPLETE. 

A  complete  summary  of  all  previous  work  with  daily  drill 
on  the  building  of  words — selection  of  known  phonograms. 

Marking  is  taken  up  in  this  grade  for  the  first  time,  also 
the  names  for  the  vowels  as  to  their  sound  in  certain  words, 
using  the  dictionary  form  for  the  1st  sound  of  A  as  being  long; 
2nd  sound,  short;  3rd  sound,  Italian;  and  so  on. 

Examples  should  be  given  as  fate — fat — far — fall — fare- 
fast,  placing  proper  marks  and  then  placing  words  upon  the 
board  to  be  marked  by  the  child. 

The  Fourth  Grade  teacher  should  not  be  asked  to  spend 
time  upon  pronunciation  and  enunciation  except  where  a  word 
of  uncommon  use  occurs. 


SPELLING 


Spelling 

There  is  no  formal  work  in  spelling  in  the  first  and  second 
grades.  The  very  nature  of  the  work  of  enabling  the  child  to 
grasp  the  mechanics  of  reading  obviates  the  necessity  of  formal 
spelling  in  these  grades. 

The  Alexander  Speller,  Book  I,  is  used  for  spelling  in  the 
third  and  fourth  grades. 

The  Alexander  Speller,  Book  II,  is  used  for  the  remaining 
grades. 

As  these  books  are  used  the  lists  of  words  meet  admirably 
the  needs  of  the  different  grades. 

In  all  grades  above  the  second  there  must  be  a  formal  spell- 
ing lesson  every  day.  In  these  lessons  the  pronunciation  of 
every  word  is  to  be  given  with  the  divisions  of  the  words  into 
syllables. 

It  should  be  borne  in  mind  by  all  teachers  that  every  lesson 
is  a  language  lesson  and  a  spelling  lesson. 


COURSE    OF    STUDY 


Writing 

FIKST  GRADE. 

During  the  first  semester  the  writing  should  be  done  with 
white  crayon  on  the  blackboard,  the  writing  being  large  and  exe- 
cuted with  free  movement.  The  simple  arm  movement  exercises 
should  also  be  taught.  During  the  second  semester  blackboard 
work  should  be  given,  and  also  practice  on  paper  where  the  ruled 
lines  are  placed  one  and  one-half  inches  apart,  the  minimum 
letters  occupying  one-half  of  this  space  and  the  capitals  and  ex- 
tended letters  filling  the  full  space.  The  writing  on  paper  should 
be  done  with  the  arm  and  hand  slightly  raised  from  the  paper 
and  desk,  thereby  using  practically  the  same  free  movement  for 
the  pencil  writing  that  the  child  uses  at  the  blackboard. 

SECOND  GRADE. 

The  same  movement  should  be  carried  into  the  writing  in 
the  second  grade  as  advised  for  the  second  semester,  first  year. 
The  size  of  the  writing  should  be  reduced  to  three-fourths  of  an 
inch.  The  minimum  letters  should  be  one-half  that  height.  Con- 
siderable attention  should  be  given  to  developing  the  arm  move- 
ment. 

THIRD  GRADE. 

Pen  and  ink  is  first  used  in  this  grade.  The  free  movement 
is  continued,  but  the  right  arm  is  allowed  to  rest  lightly  upon 
the  desk.  Correct  position  of  the  hand  and  pen,  as  well  as  that 
of  the  body,  should  carefully  be  taught. 

THE  OTHER  GRADES. 

A  schedule  of  the  Mills  System  of  Writing  books  is  given 

44 


WRITING 


below  for  the  different  grades.    All  copies  should  be  faithfully 
practiced  on  loose  paper  before  any  work  is  placed  in  the  book. 

In  giving  a  fifteen-minute  lesson,  about  five  minutes  should 
be  devoted  to  movement  drill  work,  five  minutes  on  loose  paper, 
using  the  copy  taken  from  the  book,  and  five  minutes  to  the  work 
in  the  book,  writing  not  more  than  a  half  page  during  one  lesson. 
The  work  during  each  semester  is  to  complete  the  copies  in  one 
book.  Should  the  teacher  complete  the  work  sooner  than  the 
term,  the  pupil  should  be  allowed  to  review  the  same  copies  on 
loose  paper. 

SCHEDULE  OF  MILLS  WRITING  BOOKS — FIRST  SEMESTER. 


3  B  Grade 

3  A  Grade- 

4  B  Grade 

4  A  Grade 

5  B  Grade 

5  A  Grade 

6  B  Grade 

6  A  Grade 

7  B  Grade 

7  A  Grade 

8  B  Grade 
8  A  Grade 


Book  2 
Book  3 
Book  3 
Book  4 
Book  5 
Book  5 
Book  6 
Book  6 
Book  7 
Book  7 
Book  7 


Book  8 


SCHEDULE  OF  MILLS  WRITING  BOOKS — SECOND  SEMESTER. 


3  B  Grade 

3  A  Grade 

4  B  Grade 

4  A  Grade 

5  B  Grade 

5  A  Grade 

6  B  Grade 

6  A  Grade 

7  B  Grade 


Book  2 
Book  3 
Book  4 
Book  4 
Book  5 
Book  6 
Book  6 
Book  7 
Book  7 


COURSE    OF    STUDY 


7  A  Grade  Book  8 

8  B  Grade  Book  8 
8  A  Grade  Book  8 

Much  of  the  success  of  the  penmanship  work  depends  upon 
the  practical  application  of  the  movement  and  the  correct  for- 
mation of  the  letters  in  the  actual  daily  written  work  of  the 
pupil.  An  accurate  estimate  may  be  gained  of  the  pupil's 
progress  in  writing  by  the  way  he  uses  it  in  the  regular  lesson 
work.  The  spelling  lesson  is  perhaps  the  best  in  which  to  insist 
upon  the  proper  movement,  although  the  correct  way  of  writing- 
should  be  insisted  upon  in  all  the  daily  work. 

PERSONAL  HELP. 

The  importance  of  the  teacher's  being  able  to  write  with 
this  movement  cannot  be  over-estimated.  A  few  strokes  from 
the  teacher's  pen  at  the  desk  of  the  backward  pupil  will  often 
encourage  the  poorest  of  writers  to  improve. 


46 


ENGLISH — GENERAL   OUTLINE 


English 


The  Course  of  Study  in  English  provides  for :  (1)  A  general 
outline  for  all  grades;  (2)  A  general  digest  of  the  course  in  all 
grades;  (3)  A  syllabus  for  each  grade. 

GENERAL  OUTLINE 

This  general  outline  gives  the  theory  and  forms  the  basis 
of  the  course  in  each  of  the  eight  grades. 

"A".      SOURCES  OF  THOUGHT  MATERIAL- 
IMPRESSION. 

I.  EXPERIENCES  OF  THE  CHILD'S  LIFE. 

1.  Personal. 

A.  Home  Life. 

B.  School  Activities. 

C.  Street  Incidents. 

D.  Child's  Knowledge  and  Observation  of  Nature. 

2.  Social — Child's  Environment   and  Relation  to  Society 
and  Humanity. 

3.  Industrial — Child's  Knowledge  and  Observation  of  In- 
dustries. 

4.  Civic — Child 's  Knowledge  and  Observation  of  Civic  Life. 
II.  LITERATURE. 

1.  Poetry — Poems  to  be  memorized  or  read. 

2.  Prose — Stories  and  selections  from  literature. 

3.  Grade  Libraries. 
III.  PICTURES. 

IV.  OTHER  SUBJECTS  OF  THE  GRADE. 

47 


COURSE  OF  STUDY 


"B".   REACTION  FROM  THOUGHT  MATERIAL- 
EXPRESSION. 

I.  EXPRESSION  THROUGH  COLOR,  INK  AND  SCISSORS. 
II.  EXPRESSION  THROUGH  DRAMATIZATION. 
III.  ORAL  EXPRESSION. 

1.  Conversation. 

2.  Reproduction. 

3.  Invention. 

IV.  WRITTEN  EXPRESSION. 

1.  Reproduction. 

2.  Invention. 

3.  Letter  writing. 

"C".      TECHNICALITIES  OF  EXPRESSION. 

I.  ARRANGEMENT. 
II.  TECHNICAL  LANGUAGE  AND  GRAMMAR. 

III.  COPYING,  DICTATION  AND  WRITING  FROM  MEMORY. 

IV.  CORRECT  USE. 

GENERAL  DIGEST 

"The  work  of  each  grade  must  be  done  in  the  light  of  the 
course  as  a  whole. "  Percival  Chubb — "Teaching  of  English. " 

In  order  to  get  the  relation  of  each  grade  to  preceding  and 
succeeding  grades,  the  teacher  should  remember  that  while 
each  grade  must  review  and  extend  the  work  of  earlier  grades, 
in  the  main  only  the  new  or  advance  work  for  any  one  grade 
is  given  in  this  digest. 

"A."  SOURCES  OF  THOUGHT  MATERIAL- 
IMPRESSION. 

Grades  IB  and  8A  inclusive — See  General  Outline  and 
Grade  Syllabi. 

48 


ENGLISH — GENERAL    DIGEST 


"B."  REACTIONS  FROM  THOUGHT  MATERIAL- 
EXPRESSION. 

I.  EXPRESSION  THROUGH  COLOR,  INK  AND  SCISSORS. 
II.  EXPRESSION  THROUGH  DRAMATIZATION. 
III.  ORAL  EXPRESSION. 

1.  Conversation:  Reactions  from  "A"  I  and  IV. 

IB.  Answer  teacher 's  questions — Correct  sentences. 
Encourage  observation — Coherence. 

1A.  Topics  from  child's  experience,  observation  and 
knowledge. 

2B.  First  grade  continued  and  extended. 

2A.  Train  for  coherence  and  sequence  of  time  and 
event.  Keep  to  the  topic;  teacher  merely  to  guide 
the  conversation. 

3B.  Fewer  topics  and  more  thorough  treatment.  Great- 
er accuracy  in  observation.  Teacher's  plan  of 
questions  to  direct  conversation. 

3A.  Few  topics  fully  developed.  Begin  investigation 
of  new  and  unfamiliar  topics.  One  topic  extended 
over  several  lessons. 

4A-B.  Conversation  is  oral  preparation  for  oral  inven- 
tion. Recitations  in  History  and  Geography  are 
drills  in  conversation.  Begin  speaking  before 
others.  Aim  for  habits  of  clear  expression  and 
correct  use  in  all  recitations.  List  errors  for  atten- 
tion in  language  period. 

5A-B.  Report  and  discussion  following  investigation. 
Elaboration  of  topic  to  maintain  interest.  Definite 
assignments  to  individuals  for  investigation.  Top- 
ical recitations  in  other  subjects.  Correct  habits 
of  expression  in  all  recitations. 

6A-B.  Two  purposes — 1.  An  oral  preparation  of  sub- 
ject matter  for  the  purpose  of  oral  inventive  ex- 

49 


COURSE    OF    STUDY 


pression.  2.  To  emphasize  the  natural  relation  of 
expression  in  other  recitations  to  expression  in 
language. 

Limit  the  topic.     Begin  reference  studies. 

7A-B.  Conversation — The  first  approach  to  a  new 
topic.  Encourage  pupils  to  take  initiative.  Elab- 
orate topics-  in  other  subjects.  Reference  studies 
'in  History  and  Geography. 

Recitation — Correct  habits  of  expression  in  all 
recitations.  Encourage  independent  preparation 
and  recitation  of  lessons. 

8A-B.  Recitation — Drill  for  correct  use.  Pupils  held 
responsible  for  all  recitations.  Extend  topics  from 
other  subjects.  Reference  studies. 
Dissertation — Topics  developed  in  class  room  or 
assigned  for  home  study.  Biographical  topics 
preferable.  Teacher  passive ;  pupils  active. 

2.  Oral  Reproduction:  Reaction  from  "A"  II  and  IV. 

IB.  Introduced  late  in  term.  Stories  involving  repe- 
tition and  having  clear  beginning,  related  middle, 
and  definite  close. 

1A.  Orderly  arrangement  of  beginning,  middle,  and 
end,  a  means  of  giving  first  conception  of  oral  par- 
agraphing. 

2B.  Stories  short  and  simple.  Follow  sequence  of 
events.  First  co-operatively  and  later  by  individ- 
uals. 

2A.  Gradual  increase  in  number  of  events.  Logical,  or- 
derly reproduction  as  a  conscious  step  toward  oral 
paragraphing. 

3B.  Reproduce  only  a  few  of  best  stories  given. 
Teacher  reproduces  the  less  interesting  parts. 
Questions  or  groups  of  guide  words  to  insure  logi- 
cal sequence  or  to  indicate  paragraphing.  Oc- 
casional independent  reproduction. 

50 


ENGLISH — GENERAL    DIGEST 


3A.  Continue  3B  with  enlarged  vocabulary. 

4A-B.  Stories  with  easily  distinguishable  parts.  Char- 
acter portrayal  from  stories.  Repeat  for  correc- 
tion of  language  forms.  Pupils  give  suggestions 
for  improvement.  In  4B  guide  words  gradually 
replaced  by  topics  and  sub-topics  which  lead  to  the 
co-operative  outline  in  4A. 

5A-B.  Character  portrayal  emphasized.  Co-operative 
outlines,  an  aid  to  independent  reproduction.  Self 
help  stimulated  by  criticism  of  another's  work. 

6A-B.  Gradually  introduce  longer  selections  from  liter- 
ature. Topics  assigned  from  other  subjects.  Selec- 
tion read  or  told  in  one  lesson,  discussed  in  second 
and  reproduced  in  third.  Short  reproductions  for 
concentration,  narration,  description,  exposition. 

7A-B.  Gradual  reduction  of  reproduction  in  favor  of 
more  invention.  Immediate  reproduction  of  short 
stories  with  definite  plots  or  clear  character  por- 
trayal. Include  narration,  description,  and  exposi- 
tion. Develop  power  for  independent  outlines 
which  are  required  for  reproduction  of  selections 
from  literature. 

8A-B.  Proportion  of  reproduction  decreased.  Repro- 
duce an  occasional  short  story.  Reproduce  selec- 
tions from  literature.  Encourage  declamation. 
Pupils  criticize  one  another's  reproduction. 
Limited  practice  in  argumentation. 

(Reactions  from  "A"  I,  III  and  IV. 

3.  Oral  Invention:  =>  «  ' 

/Resultant  of  conversation. 

Inventive  expression  is  not  a  creation  of  ideas,  but 
rather  invention  of  expression  and  development  of 
personality. 

IB.  Short  sentences  given  by  the  children. 

1A.  Pictures  to  stimulate  original  sentences. 

2B.  Children  dictate  sentences;  after  co-operative  al- 
terations teacher  writes  them  on  blackboard.  En- 

51 


COURSE    OP    STUDY 


courage  originality  for  free,  spontaneous  self-ex- 
pression. 

2 A.  Copy  from  blackboard  sentences  developed  as  in 
2B.  Free  use  of  pictures.  Suggestive  words  or 
phrases  as  an  aid  in  making  mental  pictures. 

3B.  Use  topics  developed  in  conversation  for  more  sus- 
tained efforts  in  oral  invention  and  speaking  before 
others. 

3A.  Extension  of  3B. 

4A-B.  Work  based  upon  conversation.  Completing  an 
unfinished  story.  Original  stories.  Original  sen- 
tences concerning  a  given  topic  studied  for  logical 
order  and  paragraph. 

5A-B.  Speaking  before  class  for  self-control,  self-re- 
spect and  forcible  style.  Elaboration  of  topic  sen- 
tence. Expect  greater  spontaneity  than  in  repro- 
duction. 

6A-B.  Eeview  well  prepared  topics  for  drill  in  speak- 
ing before  others.  Pupils  add  to  stories  previously 
reproduced.  Amplify  a  proverb,  fable  or  news- 
paper heading. 

7A-B.  Pupils  speak  without  previous  preparation  from 
knowledge  already  acquired.  Keview  well  prepared 
topics  for  longer  and  more  sustained  efforts.  Aim 
for  self-possession,  self-poise,  and  self-respect 
through  connected  and  independent  discussion  of 
a  given  topic.  Practice  expanding  a  topic  sentence. 
Translate  pictures  into  language  story.  Give  men- 
tal pictures  from  suggestive  phrases.  Amplify 
proverbs.  Elaborate  topics  from  History,  Geog- 
raphy, Nature  Study,  etc. 

8A-B.  Dissertation:  Prepare  to  meet  increasing  de- 
mands of  Eighth  Grade  and  High  School.  En- 
courage impromptu  dissertation.  Class  debates. 
Eeports  on  current  events.  General  independent 
thinking  and  self-expression. 

52 


ENGLISH — GENERAL    DIGEST 


IV.    WRITTEN  EXPRESSION. 

(No  subdivisions  until  third  grade.) 

The  proportion  of  written  to  oral  expression  by  grades  is 
as  follows  : 

First    Grade  no  written  all  oral 

Second    "  one-fifth  written        four-fifths  oral 

Third      "  one-fifth  "  four-fifths  " 

Fourth    "  one-fourth  "  three-fourths  " 

Fifth       "  one-third  "  two-thirds  *     " 

Sixth       "  one-third  "  two-thirds  " 

Seventh  "  one-half  u  one-half  " 

Eighth     "  one-half  "  one-half  " 

2B.  Copy  from  blackboard  one  to  three  sentences  pre- 
viously developed  by  reproduction  and  invention. 
Write  sentences  in  co-operation  with  teacher.  Orig- 
inal sentences  to  contain  given  words  related  in 
thought. 

2A.  Four  or  five  sentences  the  maximum.  Use  of  guide 
words  related  in  thought  and  logical  in  order. 

from  "A"  II  and  IV. 


1.  WRITTEN  REPRODUCTION 

of  Oral  Reproduction. 


3B.  Only  a  few  of  the  oral  reproductions  written.  Copy 
one  (later  two)  paragraphs  written  as  a  result  of 
oral  reproduction.  Dictation  of  one  (later  two) 
paragraphs  previously  developed  orally.  Inde- 
pendent reproduction  of  simple  stories.  Guide 
words  grouped  to  indicate  paragraphs,  one  at  first, 
later  two. 

3A.  New  words  learned  or  placed  on  board  before  work 
begins.  Encourage  appropriation  of  words  and 
phrases  of  the  author  for  enrichment  of  vocabu- 
lary. Divide  longer  stories  into  parts.  Number  of 
paragraphs  increased  to  two  or  three. 

4B.  Co-operative  paragraphing.  Continue  relation  of 
sentences  in  a  paragraph.  Study  the  relation  of 

53 


COURSE    OF    STUDY 


paragraphs  in  a  selection  as  suggested  in  the  devel- 
opment of  topics  and  sub-topics.  Increasing  use  of 
co-operative  outlines  in  longer  reproductions  stud- 
ied in  parts  . 

4A.  Gradually  lead  up  to  independent  paragraphing. 
Continue  relations '  of  sentences  and  paragraphs. 
Comparison  of  pupil's  work  with  standards  devel- 
oped. Keproductions  written  as  a  whole.  Best 
work  read  to  class  as  a  model.  Extended  use  of  co- 
operative outlines.  Avoid  slavish  following  of  ex- 
act words  and  phrases  of  author.  Short  reproduc- 
tions without  outline.  Topic  or  opening  sentence 
noted  for  central  thought  of  paragraph. 

5A-B.  Independent  paragraphing.  Expect  proper  use 
of  related  sentences  in  a  paragraph,  related  para- 
graphs in  written  papers,  and  use  of  topic  or  open- 
ing sentences.  Co-operative  outline,  limited  to  two 
or  three  main  topics.  Three  or  four  paragraphs  in 
written  papers.  Pupils  correct  their  own  papers 
before  handing  to  teacher. 

6A-B.  Pupils  gradually  prepare  most  of  co-operative 
outlines.  Frequent  short  reproductions.  One 
longer,  complete  reproduction,  every  four  or  five 
weeks.  One  period  a  week  to  individual  help.  Spe- 
cial aim  for  correct  form  in  each  lesson.  Attention 
to  sentence  structure.  A  class  room  standard  es- 
tablished. 

7A-B.  Aim  constantly  for  clearness,  coherence  and 
conciseness  of  expression.  Moderate  use  of  para- 
phrase to  test  comprehension  of  original.  Frequent 
use  of  analysis,  condensation,  summary,  newspaper 
headlines,  telegrams,  etc.,  as  aids  to  right  habits  of 
study.  Eeproductions  from  literature  always  fol- 
low oral  reproduction  of  same  topic. 

8A-B.  Continue  work  of  seventh  grade.  No  oral  prep- 
aration required.  Aim  to  develop  judgment,  habits 
of  analytical  study  and  discrimination. 

54 


ENGLISH — GENERAL    DIGEST 


(Reaction  from  "A"  I,  III  and  IV. 
WRITTEN  :  j  Resultant  of  Oral  Invention. 

See  note  under  IV,  Written  Expression. 

3B.  Copy  from  blackboard  original  sentences  pre- 
viously developed  orally,  and  written,  after  cor- 
rection, by  the  teacher.  Write  a  paragraph  of 
original  sentences  from  guide  words.  First  one, 
later  two  paragraphs. 

3A.  Extend  3B.  Use  pictures  to  stimulate  original 
expression. 

4A-B.  Co-operative  outlines  the  basis  of  written  inven- 
tion. Work  done  one  or  two  paragraphs  at  a  time. 
Later,  complete  reproduction  not  exceeding  four 
or  five  paragraphs.  Best  papers  discussed  by  class. 
Original  stories.  Completing  unfinished  stories. 
Narration  and  description  based  on  pictures. 
Pupils  criticize  own  work  before  it  goes  to  the 
teacher. 

5A-B.  All  oral  and  other  written  work  to  contribute  to 
written  invention.  Daily  practice  in  original  writ- 
ing of  one  or  two  short  paragraphs.  A  few  longer 
formal  papers  during  term.  Elaboration  of  topic 
sentence  into  a  paragraph.  Occasional  impromptu 
writing  on  familiar  topics.  Utilize  outlines  devel- 
oped under  oral  inventive  work.  Encourage  habit 
of  giving  time  and  thought  to  a  subject.  Preserva- 
tion of  papers  through  term  to  show  progress. 

6A-B.  Invention  increases  in  proportion  to  reproduc- 
tion. Teacher  writing  with  pupils  on  same  topic. 
Teacher's  judgments  kept  in  background.  Daily 
practice  on  short  papers  and  on  sub-topics  of  co- 
operative outlines.  A  long  formal  paper  every  five 
weeks.  Continue  pupil's  criticism  of  own  work. 
Constant  aim  for  correct  form. 

7A-B.  Invention  has  precedence  over  reproduction.  En- 
courage originality.  Daily  practice  in  short  papers 

55 


COURSE    OF    STUDY 


and  in  sub-topics  of  a  subject  continued  over  sev- 
eral lessons.  Impromptu  writing.  Original  stor- 
ies, using  introduction  read  by  teacher.  Additions 
to  stories  reproduced.  Monthly  or  bi-monthly 
long  paper. 

8A-B.  Invention  the  chief  medium  in  written  expres- 
sion. Daily  practice.  Monthly  or  bi-monthly  long 
paper.  Give  individual  tastes  and  enthusiasms 
free  expression. 

3.  LETTER  WRITING. 

3A.  Friendly  letters  of  simplest  form.  Heading,  Salu- 
tation and  Conclusion.  Copying  complete  letters. 
Copying  body  of  letters  and  supplying  headings, 
etc.  Develop  content  orally  before  writing  original 
letter. 

4A-B.  Eeview  and  extend  3A.  Eead  to  children  letters 
from  literature — imaginative  letters.  Discuss  mo- 
tives for  letter  writing. 

5A-B.  Continue  previous  work.  B.  Answer  to  Adver- 
tisements. A.  Simple  business  letters.  Emphasize 
necessity  for  accuracy  and  neatness. 

6A-B.  Continue  work  of  fifth  grade.  Some  work  in  let- 
ters of  friendship.  Special  emphasis  on  business 
correspondence. 

7A-B.  Social  correspondence.  Eeview  previous  grades. 
Motives  and  suggestions  for  business  correspond- 
ence. Demand  accuracy  and  neatness. 

8A-B.  Comprehensive  review  of  all  previous  work. 
Business  correspondence,  with  emphasis  on  brev- 
ity, pointed  and  exact  statement.  Social  corre- 
spondence, including  both  formal  and  informal 
notes,  invitations,  regrets,  and  other  conventional 
and  accepted  forms. 

56 


ENGLISH— GENERAL    DIGEST 


"C"  TECHNICALITIES  OF  EXPEESSION. 

I.  AKKANGEMENT. 

IB.  Writing  sentences  on  blackboard. 
1A.  Writing  sentences  on  paper. 

2B.  Margin  at  left  in  written  sentences.  Heading  of 
written  paper — grade — date — subject. 

2A.  Margins  at  left  and  right  of  paper.  Descriptive 
title  for  written  papers. 

3B.  Simple  sentences  only.  Avoid  excessive  use  of 
"and"  and  "but."  Indentation  in  paragraphs — 
copying  and  dictation.  Indentation  applied  to  all 
written  work. 

3A.  Simple  sentences  with  modifying  phrases.  Inden- 
tation in  paragraphs  required.  Keview  use  of 
headings  and  margins. 

4B.  Distinguish  between  statement  and  question.  Co- 
operative paragraph  with  guide  words  and  out- 
lines. 


4A.  Statements,  questions,  commands,  exclamations. 
Some  independent  paragraphing.  Topic  sentence. 
Co-operative  outline.  Superscription  on  envelopes, 
Eeview  and  application  of  margins  and  headings, 

5B.  Eecognize  sentences  as  declarative,  interrogative, 
imperative,  exclamatory.  Gradual  introduction  of 
use  of  complex  sentence.  (No  attempt  at  analy- 
sis.) Modifying  phrases  expanded  into  clauses. 
Independent  use  of  paragraphs.  Selection  of  topie 
sentences  from  printed  paragraphs.  Co-operative 
outlines — two  or  three  main  topics.  Impromptu 
oral  and  written  work.  Eeview  friendship  letters. 
Answers  to  advertisements. 

5A.  Eeview  and  extension  of  work  of  5B.  Two  parts 
of  sentence — subject  and  predicate.  Extend  co- 

57 


COURSE    OP    STUDY 


operative   outlines   to   four  main  topics.     Simple 
business  letters. 

6B.  Simple  subject,  simple  predicate ;  complete  subject, 
complete  predicate.  Unity  of  sentences,  relation  of 
paragraphs;  a  standard  established,  the  practice 
not  rigorously  enforced.  Pupils  gradually  taking 
greater  share  in  co-operative  outlines.  Need  of 
caution  in  too  extensive  use  of  outlines.  Business 
correspondence. 

6A.  Gradual  introduction  of  compound  sentence.  Kec- 
ognition  of  sentences  -as  simple,  complex  and  com- 
pound. Exercises  in  combining,  condensing  and 
transforming  sentences.  Some  simple  outlines 
made  by  pupils  unaided. 

7A-B.  Continued  practice  in  use  (not  analysis)  of  com- 
plex and  compound  sentences.  Combination  of 
short  related  simple  sentences  into  one  longer  com- 
plex and  compound  sentence  and  vice  versa.  Con- 
tinued attention  to  paragraphing.  Independent 
outlines. 

8A-B.  More  definite  study  of  the  use  of  complex  and 
compound  sentences  through  analysis.  Study  par- 
agraphing, using  selections  of  literature  as  models. 
Extended  work  in  independent  outlining.  General 
review. 

II.  TECHNICALITIES  OF  LANGUAGE  AND  GRAMMAR. 

IB.  1.  Capitals — Beginning  of  sentence,  pupil's  name, 
«j  » 

2.  Punctuation — Period  at  end  of  sentence. 

3.  Preparation  for  dictionary.     Phonics. 
1A.  1.  Capitals — Proper  names  in  reader. 

2.  Punctuation — Question  mark  at  end  of  sentence. 

3.  Dictionary  Work — Learn  the  Alphabet.  Phonics. 

2B.  1.  Capitals— "0,"  first  word  of  each  line  of  po- 
etry, months,  days. 

58 


ENGLISH — GENERAL    DIGEST 


2.  Punctuation — Period  after  abbreviations.     Pe- 
riod and  comma  in  dates  on  written  paper. 

3.  Abbreviations — Mr.,  Mrs.,  Months,  Days. 

4.  Dictionary  Work — Master  Alphabet.     Phonics. 

2A.  L  Capitals — State,  City  and  Street. 

2.  Punctuation — Review. 

3.  Abbreviations— N.  Y.,  St.,  Ave.,  P.  0. 

4.  Dictionary  Work — Arrangement  in  alphabetical 
order  of  familiar  words  with  different  initials. 
Phonics. 

3B.  1.  Capitals — Review  previous  work.     Initials. 

2.  Punctuation — Period     with     abbreviations     in 
number  work  and  with  initials.    Hyphen  in  com- 
pound word  and  at  end  of  line  to  show  separa- 
tion of  syllables. 

3.  Abbreviations — Those  used  in  number  work. 

4.  Dictionary  Work— Review.     Phonics. 

3 A.  1.  Capitals — First  word  of  simple  direct  quota- 
tion. Heading,  salutation  and  conclusion  of  a 
simple  letter. 

2.  Punctuation — Quotation  marks  in  simple  direct 
quotation.     Punctuation  of  heading,  salutation 
and  conclusion  of  simple   letter.     Apostrophe 
in  singular  possessive  and  in  contractions. 

3.  Abbreviations — Supt.,  Prin.,  Dr.,  Pres.,  Rev. 

4.  Dictionary  Work — Accent  mark.     Phonics  and 
diacritical  marks. 

4B.  1.  Capitals — Superscription  on  an  envelope. 

2.  Punctuation — In  superscription  on  an  envelope. 
Interrogation  Marks — Apostrophe  in  plural  pos- 
sessives  and  contractions.       Comma  preceding 
quotation. 

3.  Abbreviations — Review. 

59 


COURSE    OF    STUDY 


4.  Dictionary  Work — Arrangement  in  alphabetical 
order   of   familiar   words   having   initials   only 
alike. 
Phonics  and  diacritical  marks. 

4A.  1.  Capitals — Titles  and  places;    names  of  Deity; 
proper  names. 

2.  Punctuation — Exclamation  mark.     Comma  fol- 
lowing "yes"  and  "no"  when  used  with  name 
of  person  addressed. 

3.  Abbreviations — Those  in  arithmetic  and  geog- 
raphy, Gov.,  Gen.,  Capt.,  Sec. 

4.  Dictionary  Work — Eeview. 

5B.  1.  Capitals — Proper  names  in  geography  and  his- 
tory, 

2.  Punctuation — Comma  to  set  off  clause  or  phrase 
out  of  natural  order. 

3.  Abbreviations— P.  S.,  A.  M.,  P.  M.,  M.  D.,  D.  D., 
and  other  common  degrees. 

4.  Dictionary  Work — Arrangement  in  alphabetical 
order  o'f  familiar  words  having  unlike  initials. 

5 A.  1.  Capitals — Eeview. 

2.  Punctuation — Comma  in  series  of  words. 

3.  Abbreviations — IT.  S.  A.    For  the  States. 

4.  Dictionary  Work — Eeview. 

6B.  1.  Capitals — Proper  use  required  in  all  papers. 

2.  Punctuation — Comma    separating    person    ad- 
dressed. 

Quotation  marks  in  broken  quotations. 

3.  Abbreviations— 0.  K.,  C.  0.  D.,  f.  o.  b.,  inst.,  ult., 
etc. 

4.  Dictionary  Work — Words  at  top  of  dictionary 
page.     Diacritical  key. 

60 


ENGLISH — GENERAL    DIGEST 


5.  Grammar — Kinds  of  sentences  as  to  use.  Simple 
subject  and  predicate;  complete  subject  and 
predicate. 

6A.  1.  Capitals— See  6B. 

2.  Punctuation — Caution  against  quotation  marks 
in  indirect  quotation. 

3.  Abbreviations — i.  e.,    e.  g.,   viz.,    anon.,   mdse., 
Messrs. 

4.  Dictionary   Work — Abbreviations     in    defining 
words :   n.,  a.,  v.,  adv.,  pron.,  sing.,  pi. 

5.  Grammar — Kinds    of    sentences    as    to     form. 
Recognition  of  parts    of    speech — nouns,    pro- 
nouns, verbs,  adjectives  and  adverbs. 

7B.  1.  Capitals — Proper  use  of  all  capitals. 

2.  Punctuation — Require    all    punctuation    marks 
taught  in  grades  below.    Teach  comma  to  set  off 
introductory  connecting  adverbs. 

3.  Abbreviations — Classify  in  review  all  abbrevia- 
tions of  lower  grades. 

4.  Dictionary  Work — Review  previous  work.    Drill 
in  opening  promptly  to  given  letter  or  word  and 
in  getting  pronunciation,  spelling  and  definition. 
Use  index  in  all  texts. 

5.  Grammar — Review  Sixth  Grade.    Recognition  of 
prepositions,    interjections    and    conjunctions. 
Nouns :    Classification,    properties,    declension, 
use  in  sentence.    Parsing  pronouns. 

7A.  1.  Capitals— See  7B. 

2.  Punctuation— See  7B. 

3.  Abbreviations — See  7B. 

4.  Dictionary  Work— Repeat  7B. 

5.  Grammar  —  Adjectives:       Classification,     com- 
parison, use  in  sentence,  parsing.    Prepositions : 

61 


COURSE    OF    STUDY 


List  of  common  ones ;  use.  Interjections :  Rec- 
ognition and  use.  Analysis  and  diagraming 
simple  sentences. 

8B.  1.  Capitals— See  Seventh  Grade. 

2.  Punctuation — Keview  all  previous  work.    Com- 
ma   after    introductory    words,    phrases    and 
clauses.     Dash  and  parenthesis. 

3.  Abbreviation — See  Seventh  Grade. 

4.  Dictionary  Work — Drill  in  finding  punctuation, 
accent,  spelling,  definitions.    Frequent  reference 
to  index  in  all  texts.    General  use  of  works  of 
reference. 

5.  Grammar — Verbs:     Classification,     properties, 
principal  parts,  inflection,  parsing.       Analysis 
and  diagraming  of  compound  sentence. 

8A.  1.  Capitals— See  Seventh  Grade. 

2.  Punctuation — See  seventh  grades.     Comma  be- 
fore additional  clause;  semi-colon  and  colon. 

3.  Abbreviation — See  Seventh  Grade. 

4.  Dictionary  Work — Daily  use  of  dictionary.  Use 
of  index  in  all  texts.    Frequent  use  of  encyclo- 
pedia and  other  works  of  reference. 

5.  Grammar — Thorough  review  and  more    inten- 
sive study  of  grammar.    Conjunctions.    Clauses. 
Phrases.    Analysis  and  diagraming  of  complex 
and  compound  sentences. 

III.  COPYING,  DICTATION  AND  WHITING  FKOM  MEMORY. 

IB.  Copying — Short  sentences  on  blackboard. 

1A.  Copying — Short  sentences  on  blackboard  and 
paper. 

2B.  Copying — From  board,  readers,  etc.  Dictation- 
Short  sentences  previously  studied.  Memory  Writ- 
ing— Occasional  short  poems  or  stanzas. 

62 


ENGLISH — GENERAL    DIGEST 


2A.  Copying — Model  language,  number  or  spelling  les- 
son. Dictation — Short  sentences.  Memory  Writ- 
ing— Occasional  short  poems  or  stanzas. 

3B.  Copying — Models  of  indentation,  headings,  titles 
and  margins.  Dictation  (do  not  repeat) — Follow- 
ing copying  exercise.  Memory  Writing — Short 
poems. 

3A.  Copying — Limited  amount  of  review.  Dictation 
(do  not  repeat) — For  concentration  of  attention 
and  correct  use  of  language  forms.  Memory  Writ- 
ing— Short  poems. 

4A-B.  Copying — Gradually  replaced  by  dictation.  Dic- 
tation (do  not  repeat) — For  concentration  and  cor- 
rect language  forms.  Memory  Writing — Short 
poems,  memory  gems,  etc. 

5A-B.  Dictation  (do  not  repeat)— As  a  test  in  use  of 
technicalities.  Memory  Writing — Poems,  quota- 
tions, etc. 

6A-B.  Dictation — To  create  power  of  sustained  atten- 
tion. Memory  Writing — Poems,  quotations,  etc. 

7A-B.  Dictation — To  furnish  models  in  complex  and 
compound  sentence  structure  and  in  all  other 
forms  which  the  class  may  be  studying.  To  create 
power  of  sustained  attention  and  concentration. 
Writing  from  Memory — To  give  practice  in  use  of 
capitals  and  marks  of  punctuation,  and  to  fix 
firmly  in  mind  selection  learned. 

8A-B.  See  seventh  grades. 

IV.    COKEECT  USE. 

(In  course  of  preparation). 

REFERENCE  LIST  OF  POEMS  AND  STORIES. 

The  following  books,  referred  to  as  the  English  Library, 
are  to  be  found  in  each  school.    Each  book  is  referred  to  by  the 

63 


COURSE    OF    STUDY 


number  it  bears  in  this  list.     For   example,    "Bees,    Sherman, 

4-112,"  refers  to  a  poem  Bees,  by  Sherman,  found  in  book  4 
(Little  Folk  Lyrics)  on  page  112. 

1.  Land  of  Song,  Vol.     I. 

2.  "      "      "       Vol.     II. 

3.  "      "      "       Vol.     III. 

4.  Little  Folk  Lyrics. 

5.  Eugene  Field  Book. 

6.  In  the  Child's  World. 

7.  Longfellow's  Complete  Poems  (Houghton,  Mifflin  Co.) 

8.  Open  Sesame  Vol.  I. 

9.  "         "         Vol.  II. 

10.  "         "         Vol.  III. 

11.  Lovejoy's  Nature  in  Verse. 

12.  For  the  Children's  Hour — Bailey  and  Lewis. 

13.  Holton  Primer. 

14.  Child's  Garden  of  Verses. 

15.  Mother  Goose  Ehymes — Charles  Welch  . 

16.  Golden  Numbers — Wiggins  and  Smith. 

17.  The  Posy  Eing.  "          "         " 

18.  Stories  to  Tell  Children— Bryant. 

19.  How  to  Tell  Stories  to  Children— Bryant. 

20.  The  Fables  of  Aesop— MacMillan  Co. 

21.  The  Silver  Crown — Eichards. 

22.  The  Golden  Windows — Eichards  . 

23.  Norse  Stories — Mabie. 

24.  The  Story  Hour — Wiggins  and  Smith. 
25..  The  Nursery  Ehyme  Book — Lang. 

26.  Stepping  Stones  to  Literature  Book  I. 

07  «                        «             «                     «                     «        TT 

28.  "  "        "             "             "     III. 

29.  "  "        "             f<             "     IV, 

30.  "  "        "            "            "V. 

31  ft              u        tt             i(i             ii     VT 

32.  "              "        "             "             "     VII. 

64 


ENGLISH— REFERENCE    LIST 


33. 

Heart  of  Oak  Books  No.  1. 

34. 

«       «     «       «        NO  2. 

35. 

"       "     "       "        No.  3. 

36. 

«       «     «       «        No.  4. 

37. 

"       "     "       "        No.  5. 

38. 

«       «     «       «        NO   5 

39. 

Poems  by  Grades  —  Harris  and  Gilbert  No.  1. 

40. 

u           it             a                    tt          *  u             it            "NJ^     o 

41. 

Hellenic  Tales  —  Carpenter. 

42. 

Guide  Books  to  English  —  Harris  and  Gilbert  No.  1. 

43. 

it           tt       tt        a                tt          tt          tt         No    2 

44. 

The  Pig  Brother—  Richards. 

45. 

Smoky  Day's  Wigwam  Evenings  —  Eastman. 

46. 

Old  Mother  West  Wind  —  Burgess. 

47. 

Merry  Animal  Tales  —  Bigham. 

48. 

Fifty  Famous  Stories  —  Baldwin. 

49. 

Hans  Andersen's  Fairy  Tales  —  Stickney. 

50. 

Lowell's   Complete  Poems    (Houghton,  Mifflin  &  Co.) 

51. 

Gary's  Poetical  Works                  "                "       "     " 

52. 

Whittier's   Complete   Poems       "                "       "     li 

53. 

The  Book  of  Legends  —  Scudder. 

COURSE  OF  STUDY 


The  General  Outline  and  the  Digest  only  are  printed  in 
this  Course.  The  Syllabus  for  all  grades,  together  with  the 
General  Outline  and  the  Digest,  is  printed  separately,  making 
a  complete  Course  of  Study  in  English.  The  Syllabus  gives 
by  way  of  reference  and  suggestion  such  details  as  are  helpful 
to  the  individual  teacher. 


66 


HISTORY 


History 

"In  teaching  the  history  of  any  nation  or  time  the  first 
step  is  to  select  certain  centers  about  which  facts  and  events  of 
inferior  significance  naturally  group  themselves. 

"Such  centers  may  be  the  names  of  great  leaders,  places 
which  were  the  scene  of  momentous  occurrences  or  events  of 
crucial  significance;  for  example,  Abraham  Lincoln,  Bunker 
Hill,  the  Dred  Scott  Decision.  In  teaching  young  children,  the 
centers  selected  should  be  picturesque  if  possible.  But  they 
should  always  have  a  vital,  casual  relation  to  the  units  clustering 
about  them. 

"  Thoroughness  in  teaching  history  requires  true  perspec- 
tive, the  proper  relation  of  events,  especially  as  to  cause  and 
effect.  It  is  not  necessary  that  all  events  be  recorded,  but  that 
those  recorded  have  significance  and  appear  in  due  proportion. 

"  A  mere  stringing  together  of  occurrences  of  varying  sig- 
nificance upon  a  plane  of  apparent  equality  dissipates  interest 
and  produces  as  a  result  the  opposite  of  thoroughness. " 

FIRST  AND  SECOND  GRADES. 

See  History  Stories  in  connection  with  the  Language 
Course. 

THIRD  GRADE  B. 

Stories  of  Rochester  and  its  early  settlement.  (See  Course 
in  Geography.) 

THIRD  GRADE  A. 

Stories  associated  with  New  York  State. 
Stories  suitable  for  national  holidays,  the  same  to  be  studied 
during  the  month  in  which  the  holiday  occurs. 

FOURTH  GRADE  B. 

Stories  of  Discoverers  and  Explorers.- 

67 


COURSE    OP    STUDY 


Eequired:   Columbus  and  Magellan. 

Eead  with  class  any  two  of  the  following:  Vespucci,  Eric, 
Abraham,  Moses. 

Note — In  studying  any  of  the  above  impress  the  leading 
historical  facts  as  a  background  for  formal  study. 

FOURTH  GEADE  A 

Stories  of  Discoverers  and  Explorers,  continued. 
Eequired:  Champlain,  Hudson  and  DeSoto. 
Eead  with  class  two  of  the  following:  De  Leon,  Balboa, 
Cortez.     (See  note  under  Fourth  Grade  B.) 

FIFTH  GEADE  B. 

Eequired:  Norse  Stories,  Vasco  de  Gama  and  the  Cabots. 

Eead  with  the  class  Stories  of  Greece  and  any  of  the  fol- 
lowing :  Alexander,  Caesar  and  Joshua.  (See  note  under  Fourth 
Grade  B.) 

FIFTH  GEADE  A. 

Pioneer  Stories. 

Eequired:  Daniel  Boone  and  George  Eogers  Clark. 
Optional :  Meriwether  Lewis  and  John  C.  Fremont,  and  read 
with  class  Stories  of  Eome  and  of  England. 

SIXTH  GEADE  B. 

Men  who  have  helped  to  make  America  great. 

Eequired :  William  Penn,  the  Peacemaker ;  Eoger  Williams, 
the  Liberal  Minded ;  Benjamin  Franklin,  the  Diplomat  and  Phil- 
osopher; Patrick  Henry,  the  Orator. 

SIXTH  GEADE  A. 

Eequired:  George  Washington,  the  Father  of  his  Country; 
Daniel  Webster,  the  Statesman;  Abraham  Lincoln,  the  Emanci- 

68 


HISTORY 


pator;  Ulysses  S.  Grant,  the  General;  William  McKinley,  the 
Soldier  and  Statesman. 

Present  these  in  story  form.  Give  them  their  historical 
setting  as  to  time  and  importance.  Emphasize  the  lessons  indi- 
cated by  the  titles  given. 

Pupils  may  use  the  historical  stories  as  a  part  of  their 
regular  work  in  reading,  and  they  may  also  make  use  of  the 
material  for  language  work  wherever  available,  but  the  his- 
torical truths  taught  from  these  stories  are  to  be  quite  distinct 
and  definite.  The  time  allotted  to  history  should  be  used  to 
emphasize  definite  historical  facts. 

SEVENTH  GRADE  B. 

The  more  formal  study  of  history  begins  in  this  grade  and 
a  text  book  should  be  in  the  hands  of  each  pupil. 

Review  the  discoverers  and  explorers  and  great  leaders  as 
taught  in  the  previous  grades  and  teach  such  others  as  may  be 
necessary  to  establish  in  the  minds  of  the  pupils  the  basis  of  the 
claims  of  the  four  European  nations  that  were  most  interested 
in  the  New  World. 

Colonization  Period  and  the  Struggle  of  the  English  for 
Supremacy,  1607  to  1765. 

SEVENTH  GRADE  A. 

Struggle  for  American  Independence  and  a  Constitutional 
Government.  Period  from  1760  to  1816,  including  the  Revolu- 
tionary War,  the  beginning  of  the  Constitution  and  War  of  1812. 

EIGHTH  GRADE  B. 

Period  of  Compromise  and  the  Civil  War.  From  1816  to 
1865. 

EIGHTH  GRADE  A. 

Period  of  Reconstruction  and  Growth  from  1865  to  the 
present  time.  In  this  grade  there  should  be  a  general  review. 

69 


COURSE    OF    STUDY 


Elementary  Civics 

EIGHTH  GRADE  B. 

GOVERNMENT. 

Its  Origin;  Its  Need. 

Of  the  Colonies  by  England: 

a.  Eoyal  Province. 

b.  Charter. 

c.  Proprietary. 

SELF-GOVERNMENT. 
Beginnings : 

a.  Colonial  Assembly  in  Virginia. 

b.  Compact  in  the  Mayflower. 

c.  The  New  England  Town  Meeting. 

A  UNITED  GOVERNMENT. 
Beginnings : 

a.  United  Colonies  of  New  England. 

b.  Albany  Convention. 

c.  Stamp  Act  Congress. 

Developing: 

a.  Continental  Congress.     (Note  the  important  things 

accomplished  at  the   successive   Congresses  held 
in  1774,  1775,  1776  and  1777.) 

b.  Articles  of  Confederation. 

Object — How  Made  ?     When  adopted  ? 
Results. 

Established : 

The  Constitution. 

70 


CIVICS 


Why  superior  to  other  forms?  How  made?  Compro- 
mises that  settled  the  disputes  of  the  Convention. 
When  and  how  adopted  by  the  several  States. 

EIGHTH  GRADE  A. 

GOVERNMENT. 

Nation,  State,  City: 

Study  the  Constitution  of  the  United  States  as  a  type, 
dwelling  on  essential  features  as  indicated  below 
and  emphasizing  the  relation  of  these  three  forms 
of  government.  It  will  be  found  helpful  to  organize 
a  class  club,  developing  a  simple  constitution 
and  transacting  necessary  class  business  according 
to  accepted  parliamentary  rules. 

Plan: 

a.  Under  Constitution  in  Nation  and  State. 

b.  Under  Charter  in  City. 
Departments : 

1.  Legislative  Department  to  Make  Laws : 

a.  Nation  has  Congress :  House  of  Representatives 

and  Senate. 

b.  State  has  Legislature:  Assembly  and  Senate. 

c.  City  has  Common  Council :  Body  of  Aldermen. 

2.  Executive  Department  to  enforce  the  laws : 

a.  Nation :  President  and  those  officers  appointed 

by  him. 

b.  State:  Governor  and  certain  other  elected  offi- 

cials; also  men  appointed  by  them. 

c.  City :  Mayor  and  certain  other  elected  officials ; 

also  men  appointed  by  them. 

3.  Judicial  Department  to  decide  questions  relating  to 

the  laws: 

Study  briefly  the  Courts  and  their  duties  in  Na- 
tion, State,  City. 

71 


COURSE    OF    STUDY 


OFFICIALS  IN  THE  VAKIOUS  DEPARTMENTS  OF  NATION,   STATE   AND 
CITY: 

a.  Title. 

b.  Qualifications  for  office. 

c.  Term  of  office. 

d.  How  nominated :  Conventions,  Caucuses. 

e.  How  elected. 

f.  Duties. 

g.  Compensation. 

LAW  MAKING  : 

a.  Limit  of  powers  in  the  various  law-making  bodies. 

b.  How  a  bill  becomes  a  law. 

c.  The  veto ;  its  use  and  meaning. 

THE  COUNTY  AND  ITS  RELATION  TO  STATE  AND  TO  CITY  : 

Only  the  general  and  most  essential    features    should    be 
developed. 

THE  WARD  AND  ITS  RELATION  TO  THE  CITY  : 

This  topic  should  be  developed  briefly  in  connection  with 
the  study  of  the  officials  of  the  City  as  indicated  above. 


72 


GEOGRAPHY 


Geography 

The  objects  aimed  at  in  the  following  outlined  Course  are 
three-fold : 

I.  To  train  the  learner  to  see  .geographic  facts  or  recognize 
geographic  phenomena  when  he  sees  them. 

II.  To  enable  the  learner  to  see  geographic  facts  and  under- 
stand geographic  phenomena  from  the  examination  of  maps  and 
from  the  reading  of  text. 

III.  The  acquisition  of  knowledge. 

These  objects  are  set  forth  in  their  logical  order,  the  third 
being  easily  attained  when  the  work  of  the  first  two  is  systema- 
tically carried  on. 

FIRST  GRADE. 

OBSERVATION  : 

1.  The    sun — sunrise,  sunset,  morning,  noon  and  night. 

2.  Seasons — autumn,  winter,  spring,  summer. 

3.  Weather — warm,  cold ;  .fair,  cloudy ;  rainy,  windy ;  snowy. 
Note — All  these  observations  should  be   paade   throughout 

the  year  ,by  both  classes  and  should  be  recorded  each  day  by 
some  simple  device  which  the  children  can  readily  enter  into  and 
understand. 

SECOND  GRADE 

OBSERVATION  : 

Continue  the  observations  of  the  first  grade  with  the  follow- 
ing amplifications  and  additions : 

1.  The  sun — Points  of  the  compass  as  determined  by 
sunrise  and  sunset;  heat,  causing  evaporation. 

73 


COURSE    OP    STUDY 


2.  The  seasons — Length  of  days,  shorter,  longer ;  warm- 
er, colder.  The  activities  of  the  season;  e.  g., 
planting  in  spring,  etc. 

See  note  under  First  Grade. 

THIRD  GRADE  B. 

Review   and   amplify  the   topics   of  the  first   and   second 
grades. 

I.  THE  SUN: 

a.  Heat  at  different  times  of  day,  and  in  sunshine  and  in 

shade. 

b.  Shadows :    Length,  longer  and  shorter ;  at  different  times 

of  the  day ;  of  the  year.    Note  which  side  of  a  building 
has  no  sunshine.    When  practicable  construct  a    sun 
dial. 

c.  Effect  upon  plant  life.    Show  the  necessity  of  sunlight  by 

covering  up  a  plant  or  section  of   the  lawn  for  a  few 

days. 

\ 

II.  WEATHEK: 

a.  Directions  of  the  wind  observed  from  a  weather-vane  on 

some  near-by  building,  or  better  by  one  on  the  premises 
constructed  by  the  pupils ;  north  wind,  south  wind,  etc. 

b.  The  Phenomena  of  Rainfall. 

1.  Vapor  (some  always  in  the  atmosphere). 

2.  Clouds. 

3.  Rain  (or  snow). 

4.  Absorption  by  the  earth. 

5.  Formation    of    springs,    brooks,    rivers,    lakes    and 

oceans. 

6.  Evaporation. 

c.  Weather  Chart: 

1.  Pupils  should  be  taught  to  use  the  thermometer  and 
to  record  on  a  chart  at  some  stated  time  each  day 

74 


GEOGRAPHY — THIRD   GRADE   B 


the  temperature,  direction  of  the  wind  and  the  gen- 
eral state  of  the  weather. 

2.  Summarize  at  the  end  of  each  month  the  number  of 
clear  days,  cloudy  and  partly  cloudy  days,  rainy  or 
partly  rainy  days  and  the  prevailing  winds. 

III.  .DIRECTION  AND  LOCATION  : 

Cardinal  and  semi-cardinal  points ;  relative  position  as : 

a.  Locate  pupils  with  reference 

1.  To  different  parts  of  the  room. 

2.  To  other  pupils. 

3.  To  objects  in  the  room. 

b.  Locate  room  with  reference  to  other  rooms  on  the  same 

floor. 

c.  Locate  buildings  with  reference 

1.  To  parts  of  yard. 

2.  To  child's  home. 

3.  To  objects  of  interest  near  by. 

4.  To  part  of  city. 

d.  Locate  adjoining  streets  and  state  direction  in  which  they 

extend. 

IV.  LAND  and  WATER  FORMS: 

Taught  as  far  as  possible  by  actual  observation;  when  not 
possible  by  pictures  or  sand  table.  Definitions  must  always 
follow,  not  precede  in  this  work. 

a.  Spring,  brook,  creek. 

b.  River — Tributary,  source,  falls,  mouth,  banks  (right  and 

left),  bed. 

c.  Pond,  lake,  outlet. 

d.  Hill,  valley,  slope,  plain. 

e.  Island,  peninsula,  cape,  isthmus. 

NOTE — An  excursion  of  at  least   one-half  day  should  be 
planned  and  supervised  by  the  principal. 

75 


COURSE    OF    STUDY 


V.  LIFE: 

a.  Study  of  a  plant  as  to  the  effect : 

1.  Of  sunlight. 

2.  Of  air. 

3.  Of  moisture. 

4.  Of  temperature. 

b.  Illustrate  by  treatment  of  two  similar  plants  under  oppo- 

site conditions. 

VI.  MAPS  (teach  their  symbolism). 

Proceed  in  the  following  order,  making  them  very  simple : 

a.  School  room. 

b.  School  yard. 

c.  Rochester,  locating  only 

1.  Genesee  Eiver. 

2.  Main  Street  and  three  or  four  others. 

3.  Two  or  three  large  parks. 

4.  Two  or  three  prominent  public  buildings. 

5.  Reservoir  on  Cobb's  Hill. 

One   or  more   excursions   should  be  made  to    some   point 
where  these  places  can  be  seen. 

THIRD  GRADE  A. 

1.  REVIEW  AND  CONTINUE  THIRD  B. 
II.  MAPS. 

a.  State  (making  the  map  very  simple). 

(Locate  only.) 

1.  Three  Rivers — Hudson,  Mohawk,  Genesee. 

2.  Mountains — Catskill,  Adirondack. 

3.  Cities — New    York,    Buffalo,    Rochester,    Syracuse, 

Albany. 

4.  Canal — Erie. 

76 


GEOGRAPHY — FOURTH    GRADE    B 


b.  Interpret  printed  maps  of  City  and  State,  referring  con- 
stantly to  the  simple  maps  already  made  and  empha- 
sizing symbolism. 

III.  INDUSTRIES  OF  EOCHESTEE  AND  NEAR-BY  COUNTRY. 

a.  Agriculture — Market     gardening,     farming,     nurseries, 

fruit  growing. 

b.  Manufacturing — Shoes,  men's  clothing,  buttons,  kodaks, 

optical  instruments. 

c.  Interchange    of    products     (beginning    of    commercial 

ideas). 

Excursion  to  some  factory.  The  object  of  this  excursion 
should  be  to  give  the  children  a  vital  interest  in  one  of  the  indus- 
tries of  Eochester. 

FOUETH  GEADE  B. 

THE  WORLD  AS  A  WHOLE. 

It  is  recommended  that  the  globe  be  used  almost  entirely  in 
order  that  the  child's  mind  may  be  familiarized  with  the  correct 
shape  of  the  earth. 

I.  GENERAL. 

a.  Shape : 

1.  Two  simplest   proofs. 

b.  Size: 

1.  Miles  in  circumference. 

2.  Time  to  travel  around  it. 

c.  Eotation: 

1.  Direction,  west  to  east. 

2.  Causes  day  and  night;  how? 

Perform  experiment  in  dark  room  with  candle  if 
possible. 

II.  CLIMATIC  CIRCLES. 

a.  Equator  and  its  Eelation  to  the  Poles. 

77 


COURSE    OP    STUDY 


b.  Tropics. 

c.  Polar  Circles. 

Teach  Tropics  and  Polar  Circles  as  boundaries  of  heat 
belts. 

III.  ZONE  OR  HEAT  BELTS  : 

a.  Names  and  Location : 

1.  Bounded  by  circles. 

2.  Bounded  by  zones. 

b.  Life: 

1.  Plant. 

2.  Animal. 

3.  Man. 

In  this  connection  read  " Seven  Little  Sisters,"  showing  by 
means  of  the  globe  the  vzones  in  which  each  lives.  ' '  Big 
People  and  Little  People  of  Other  Lands ' '  may  also  be 
read  at  this  time  with  profit. 

IV.  HEMISPHERE  (EASTERN  AND  WESTERN). 

a.  Teach  the  relative  location  of  continents  and  oceans. 

V.  OUR  RELATION  TO  AND  DEPENDENCE  UPON  THE  WHOLE  WORLD. 

"Aunt  Martha's  Corner  Cupboard"  suggests  a  good  plan 
for  this  topic. 

FOURTH  GRADE  A. 

THE  WORLD  IN  HEMISPHERES. 

I.  WESTERN  HEMISPHERE. 

a.  Grand  Divisions — North  America  .and  South   America; 

their  relative  positions  and  general  boundaries. 

b.  Principal  Coast  Indentations. 

1.  Carribbean  Sea. 

2.  Gulf  of  Mexico. 

3.  Gulf  of  St.  Lawrence. 

4.  Hudson  Bay. 

78 


GEOGRAPHY — FOURTH    GRADE    A 


5.  Bering  Sea. 

6.  Gulf  of  California. 

7.  Baffin's  Bay. 

Define  Sea,  Gulf,  Bay. 

c.  Principal  Coast  Projections : 

1.  Alaska. 

2.  Nova  Scotia. 

3.  Florida. 

4.  Yucatan. 

5.  Lower  California. 

Define  Isthmus,  Peninsula,  Cape. 

d.  Islands: 

1.  Greenland. 

2.  Newfoundland. 

3.  West  Indies. 

4.  Terra  del  Fuego. 
Define  Island. 

e.  Great  Highlands : 

1.  Eocky  Mountain  System. 

2.  Andes  Mountains. 

3.  Appalachian  System. 

4.  Plateau  of  Brazil. 

Define  Mountain  Eange,  Peak,  Volcano,  Plateau. 

f.  Great  Eiver  Systems : 

1.  Mississippi. 

2.  St.  Lawrence. 

3.  Mackenzie. 

4.  Yukon. 

5.  Columbia. 

6.  Amazon. 

7.  La  Plata. 

8.  Orinoco. 

79 


COURSE    OF    STUDY 


Define  River  System,  River  Basin. 

g.  Climate: 

1.  As  affected  by  distance  from  the  Equator  (latitude) 

2.  As  affected  by  Altitude. 

3.  As  affected  by  Ocean  Currents : 

Japan  Current. 
Gulf  Stream. 
Labrador  Current. 

II.  EASTERN  HEMISPHERE: 

a.  Grand  Divisions — Eurasia,  Africa,  Australia. 

Relative  Positions  and  General  Boundaries. 

b.  Principal  Coast  Indentations: 

1.  North  Sea. 

2.  Baltic  Sea. 

3.  Bering  Sea. 

4.  Sea  of  Okhotsk. 

5.  Japan  Sea. 

6.  Yellow  Sea. 

7.  China  Sea. 

8.  Bay  of  Bengal. 

9.  Arabian  Sea. 

10.  Persian  Gulf. 

11.  Red  Sea. 

12.  Mediterranean  Sea. 

13.  Adriatic  Sea. 

14.  Black  Sea. 

15.  Bay  of  Biscay. 

16.  Gulf  of  Guinea. 

17.  Gulf  of  Carpentaria. 

c.  Principal  Coast  Projections : 

1.  Scandinavian  Peninsula. 

80 


GEOGRAPHY — FOURTH    GRADE   A 


2.  Peninsula  of  Kamchatka. 

3.  Peninsula  of  Korea. 

4.  Malay  Peninsula. 

5.  Peninsula  of  India. 

6.  Grecian  Peninsula. 

7.  Spanish  Peninsula. 

8.  Danish  Peninsula. 

d.  Islands : 

1.  Iceland. 

2.  Spitzbergen. 

3.  Nova  Zembla. 

4.  Japanese  Islands. 

5.  Philippine  Islands. 

6.  East  Indies. 

7.  British  Isles. 

8.  Madagascar. 

9.  New  Zealand. 
10.  Tasmania. 

e.  Great  Highlands : 

1.  The  Great  Eurasian  Highland. 

2.  Ural    Mountains    and    Mountains    of    Scandinavia 

(Kiolen). 

3.  African  Highlands. 

4.  Atlas  Mountains. 

f.  Eiver  Systems: 

1.  Danube. 

2.  Volga. 

3.  Dnieper. 

4.  Don. 

5.  Ural. 

6.  Ob. 

7.  Yenisei. 

81 


COURSE    OF    STUDY 


8.  Lena. 

9.  Amur. 

10.  Yangtze. 

11.  Hoangho. 

12.  Indus. 

13.  Ganges. 

14.  Mekong. 

15.  Nile. 

16.  Congo. 

17.  Niger. 

18.  Zambezi, 
g.  Climate: 

1.  As  affected  by  Distance  from  the  Equator  (latitude). 

2.  As  affected  by  Altitude. 

3.  As  affected  by  Sheltering  Mountain  Eanges. 

4.  As  affected    by  Ocean  Currents: 

Japan  Current. 
Gulf  Stream. 
Define  Climate. 

FIFTH  GEADE  B. 

NORTH   AND   SOUTH   AMERICA  BY   COUNTRIES. 

Note  1 — It  is  obvious  that  the  least  important  countries 
should  have  little  time  devoted  to  them,  while  those  of  greater 
and  growing  significance  should  be  much  more  fully  treated. 
Approximately,  the  following  allotment  of  time  should  be  ad- 
hered to  in  the  study  of  the  following  countries : 

Canada 6  weeks 

Mexico    3  weeks 

Countries   of  Central  America   and   the  West 

Indies    1  week 

Argentina    2  weeks 

Chili    2  weeks 

Brazil    2  weeks 

Other  countries  of  South  America 2  weeks 

82 


GEOGRAPHY— FIFTH   GRADE   A 


The  United  States,  except  its  location  with  reference  to 
other  countries,  is  omitted  here,  ,as  it  is  treated  fully  in  the  Sixth 
Grade. 

Note  2 — Early  in  this  grade  children  should  be  sufficiently 
familiar  with  the  subject  of  latitude  and  longitude  to  interpret 
it  upon  the  maps  and  to  make  practical  use  of  it  in  locating 
actual  positions. 

Study  each  country  by  the  following  suggestive  outline : 

a.  Position,  both  actual  and  relative  to  the  United  States. 

b.  General  physiographic  character. 

c.  An  idea  of  its  general  climate  with  note  of  any  marked 

exception  in  certain  localities. 

d.  Chief  physical  features. 

e.  The  people : 

1.  Origin. 

2.  Characteristics. 

3.  Occupation. 

4.  Stage  of  civilization. 

f.  Chief  cities. 

g.  Government. 

h.  Commercial  relations  to  the  United  States, 
i.  Its  world  importance. 

FIFTH  GRADE  A. 

ASIA — AFRICA — AUSTRALIA. 

(By  Countries). 

See  Note  1  under  Fifth  Grade  B. 

Allow  approximately  the  following  amount  of  time  to  each 
of  the  following  countries : 

China 3  weeks 

Japan 3  weeks 

India 3  weeks 

Other  countries  of  Asia 2  weeks 

83 


COURSE    OF    STUDY 


Egypt 2  weeks 

British  South  Africa .- 2  weeks 

Eemainder  of  Africa 2  weeks 

Australia  and  New  Zealand 1  week 

Europe,  except  its  location,  is  omitted,  as  it  is  fully  treated 
in  the  Sixth  Grade. 

A  general  study  of  the  countries  according  to  the  following 
suggestive  outline : 

a.  Position,  ^both  actual  and  relative  to  Europe  and  to  the 

United  States. 

b.  General  physiographic  character. 

c.  An  idea  of  its  climate,  comparing  its  climate  with  that 

of  countries  of  similar  latitude  in  the  Western  Hem- 
isphere; state  reasons  for  the  differences. 

d.  Chief  physical  features. 

e.  The  People : 

1.  Origin. 

2.  Characteristics. 

3.  Occupation. 

4.  Stage  of  civilization. 

f .  Chief  cities. 

g.  Government. 

h.  Commercial  relations  to  the  United  States. 
i.  Its  world  importance. 

SIXTH  GRADE  B. 

THE  UNITED  STATES. 

The  United  States,  including  its  possessions,  giving  special 
emphasis  to  New  York  State,  its  .political  divisions,  its  govern- 
ment as  a  type  of  other  states  and  of  the  Federal  Government. 

I.  GENEKAL. 

a.  Location  and  boundaries. 

84 


GEOGRAPHY— SIXTH   GRADE   B 


b.  Size — relative  and  actual  (approximate  distance  east  and 

west,  north  and  south),  as  shown  in  miles  and  in  days 
travel  by  train. 

c.  Number  of  States. 

d.  Belief  and  Drainage. 

e.  Climate. 

Note — The  teacher  is  referred  to  Chapter  X  of  Tarr's  First 
Book  of  Physical  Geography  for  her  own  information 
as  to  what  constitutes  Climate  and  the  causes  of  its 
variation. 

In  teaching  climate  in  this  general  way  it  is  desirable  that 
the  children  should  be  taught  to  .locate  regions  that 
represent  distinctively  the  types  mentioned  in  Chapter 
X. 

f .  Population  and  its  Distribution. 

g.  Government: 

1.  Form. 

2.  Chief  Executive. 

3.  Capital  City. 

h.  Name  and  location  of  important  cities  (at  least  ten  of 

the  largest), 
i.  Our  relations  to  other  countries  of  the  world  along  the 

lines  of  Industry  and  Commerce. 

II.  NEW  YOKK  STATE. 

a.  Location: 

1.  Section. 

2.  Boundaries. 

b.  Surface. 

c.  Political  divisions : 

1.  Counties  (number). 

2.  Cities  (principal  ones). 

d.  Industries : 

1.  Of  Rochester. 

85 


COURSE    OP    STUDY 


2.  Of  the  State  at  large,  naming  the  location  of  any  spe- 
cial industry,  such  as  the  " fruit  belt,"  salt  produc- 
tion, power  production. 

e.  Commercial  facilities : 

1.  Railroads. 

2.  Canals. 

3.  Other  Waterways. 

f.  Natural  Scenery  and  Resorts. 

g.  Population, 
h.  Government: 

1.  Form. 

2.  Chief  Executive. 

3.  Capital  City, 
i.  Educational: 

1.  Common  Schools. 

2.  Colleges  and  Universities. 

3.  State  University. 

NOTE — Use  wall  map  of  New  York  State. 

III.  BY  SECTIONS. 

Use  divisions  and  subdivisions  as  given  in  the  text-book. 
The  following  is  a  suggestive  outline  applicable  to  each : 

a.  Location. 

b.  Names  of  the  States  in  the  section  giving  their  rela- 

tive position. 

c.  Belief  and  Drainage. 

d.  Climate. 

e.  Industries: 

1.  Productions. 

2.  Trade  (commerce). 

Give  emphasis  to  the  reason  why  one  section 
produces  a  certain  thing  better  and  more 
abundantly  than  another  section. 

86 


GEOGRAPHY — SIXTH   GRADE   A 


f .  Leading  Cities : 

1.  Capitals. 

2.  Other  cities  giving  the  reason  for  their  import- 

ance. 

g.  Places  of  Interest : 

1.  Natural. 

2.  Historic, 
h.  Education. 

IV.  TEKRITOKIAL  POSSESSIONS. 

Alaska,  Hawaii,  Porto  Eicp,   Philippines,  Panama   Canal 
Zone  and  small  islands  in  the  Pacific. 

a.  Location  and  Size. 

b.  People. 

c.  Productions. 

d.  How  and  when  acquired  by  the  United  States. 

e.  Cities. 

Note — In  order  that  some  uniformity  of  time  may  be  secured 
to  each  division  of  this  Course  it  is  suggested  that  approxi- 
mately the  following  amount  of  time  be  spent  upon  each  of  the 
four  divisions : 

General  (Division  1)    4  weeks 

New  York  State  (Division  II)  3  weeks 

Sections   (Division  III)    12  weeks 

Territorial  Possessions  (Division  IV)   1  week 

SIXTH  GRADE  A. 

EUKOPE. 

An  intensive  study  of  Europe,  emphasizing  the  commercial 
relations  between  it  and  the  United  States. 

In  order  that  the  proper  setting  may  be  given  to  Europe,  it 
is  desirable  that  a  brief  study  of  the  physical  features  of  the 
continent  Eurasia  should  first  be  made,  using  the  following  out- 
line : 

87 


COURSE    OF    STUDY 


I.  EUKASIA. 

General  Physical  Features : 

a.  Mountain  Ranges. 

b.  Plateaus. 

c.  Lowlands. 

d.  Eiver  Systems.  • 

e.  Coast  Features. 

f.  Oceans. 

II.  EUKOPE  (General). 

a.  Location,  actual  and  with  reference  to  the  United 

States. 

b.  Size  (relative  to  the  United  States). 

c.  Eelief  and  Drainage. 

d.  Climate. 

Note  1 — The  teacher  is  referred  to  Chapter  X  of  Tarr's 
First  Book  of  Physical  Geography  for  her  own  in- 
formation as  to  what  constitutes  Climate  and  the 
causes  of  its  variation. 

Note  2 — In  teaching  climate  in  this  general  way  it  is  desir- 
able that  the  children  should  be  taught  to  locate  re- 
gions that  represent  distinctly  the  types  mentioned  in 
Chapter  X. 

Note  3 — In  teaching  the  climate  of  Europe  it  is  interesting 
to  note  the  differences  between  the  climate  of  places  of 
the  same  latitude  in  Europe  and  in  America  and  the 
reason  for  such  differences. 

e.  Countries  (names  and  location  with  reference  to  one 

another). 

1.  Six  Great  Powers. 

2.  Minor  Powers. 

III.  COUNTKIES. 

Note — It  is  obvious  that  equal  attention  should  not  be  paid 
to  all  the  countries  of  Europe.  The  following  outline  is 


GEOGRAPHY — SEVENTH    GRADE    B 


suggestive  as  a  type  of  treatment  of  the  more  import- 
ant ones : 

Great  Britain: 

a.  Location. 

b.  Size  (actual  and  relative). 

c.  Belief  and  Drainage. 

d.  Climate. 

e.  Character  of  the  People — The  Population. 

f .  Industries : 

1.  Agriculture. 

2.  Mining. 

3.  Commerce. 

g.  Location  of  important  cities  and  the  reason  for  their 

importance, 
h.  Government, 
i.  Education, 
j.  Noted  places. 

1.  Natural. 

2.  Historical, 
k.  Colonies. 

1.  Eelation  to  the  United  States 

1.  Commercial. 

2.  Historical. 

Note — Develop  the  reason  for  England's  commercial  su- 
premacy. 

SEVENTH  GEADE  B. 

COMMEKCIAL  AND  INDUSTRIAL  GEOGRAPHY. 

At  the  close  of  the  sixth  year  it  is  believed  that  the  pupils 
are  sufficiently  acquainted  with  the  descriptive    Geography   of 
the  world  to  enter  into  the  larger  discussion  of  man's  needs  and 
his  efforts  to  meet  them. 
I.  Man's  needs. 

89 


COURSE    OF    STUDY 


a.  Food. 

b.  Clothing. 

c.  Shelter. 

For  these  he  is  dependent  upon  the  earth  and  his  skill  and 
industry  in  producing  and  distributing  them. 

The  Character,  quantity  and  quality  of  these  needs  vary 
greatly  with  differences  of  climate  and  of  other  condi- 
tions over  which  man  has  but  little  control.  Contrast 
the  Eskimos  with  the  .natives  of  the  tropical  regions ; 
the  Lapps  and  Finns  with  the  Arabs,  etc. 

II.  The  advancement  of  knowledge  and  culture  has  brought 
about  a  specialization  of  labor  and  a  better  adjustment  to 
natural  surroundings.  Instead  of  each  community  trying 
to  produce  and  manufacture  everything  it  needs  for  its  own 
comfort  and  happiness,  it  has  learned  to  follow  that  par- 
ticular industry  which  brings  the  largest  practical  results 
with  the  least  effort,  and  to  exchange  the  surplus  for 
products  that  can  be  more  cheaply  produced  by  others. 

This  specialization  of  labor  has  brought  about  the  develop- 
ment of  great  industrial  regions,  and  at  the  same  time  has 
brought  into  existence  another  highly  organized  industry, 
Commerce. 

These  larger  regions  are : 

a.  Agriculture. 

b.  Manufacturing. 

c.  Grazing. 

d.  Fishing. 

e.  Lumbering. 

f.  Mining. 

Work  out  by  means  of  Geography  text-books  and  wall  maps 
a  knowledge  of  these  chief  industrial  regions  of  the 
world,  of  the  United  .States,  of  New  York  State.  Ascer- 
tain the  reasons  for  such  specialization,  such  as  soil, 
cheap  power,  etc.  (2  weeks). 

90 


GEOGRAPHY — SEVENTH    GRADE    B 


Note — In  order  that  some  uniformity  of  time  may  be  secured 
to  each  division  and  subdivision  of  this  course,  it  is 
suggested  that  approximately  the  amount  of  time  after 
each  be  used. 

III.  In  each  of  these  regions  there  is  further  specialization  of 
industry  as  shown  by  the  different  branches  of : 

1.  Agriculture  (United  States).     (2  weeks). 

a.  Wheat  growing  in  the  north  central  section. 

b.  Corn  growing  in  the  middle  central  section. 

c.  Cotton  growing  in  the  south  central  section. 

d.  Eice  growing  in  the  southeast  section. 

e.  Fruit  growing  in  farm  localities. 

f.  Market  gardening  near  large  cities. 

2.  Manufactures.     (3  weeks). 

a.  Food  and  food  products  : 

1.  Slaughtering  and  Meat  Packing. 

2.  Milling. 

b.  Textiles: 

1.  Cotton  Manufacture. 

2.  Wool  Manufacture. 

3.  Silk  Manufacture. 

4.  Clothing  Manufacture. 

c.  Iron  and  Steel. 

d.  Lumber  and  Manufactures  Employing  Lumber. 

e.  Boots  and  Shoes. 

3.  Grazing.     (1  week), 

a.  Cattle. 

b.  Sheep. 

c.  Swine. 

4.  Fishing.  (1  wreek.) 

a.  Cod. 

b.  Oyster. 

c.  Salmon. 

d.  Seal. 

91 


COURSE    OF    STUDY 


5.  Lumbering.    (1  week.) 

a.  White  pine. 

b.  Yellow  pine. 

c.  Hard  woods. 

d.  Red  woods. 

e.  Cedars. 

6.  Mining.    (1  week.) 

a.  Iron. 

b.  Coal  (soft  and  hard). 

c.  Copper. 

d.  Gold. 

e.  Silver. 

Locate  by  maps  the  subdivided  industries.  Devote  most  of 
the  time  to  the  United  States  and  to  New  York  State. 

IV.  The  next  step  involves  the  study  of  a  single  product  of  any 
given  industry,  methods  of  production,  values,  transporta- 
tion and  markets. 

The  following  outline  is  suggestive  only,  and  is  easily 
adapted  to  any  other  agricultural  product. 

Besides  the  special  study  of  wheat,  it  is  to  be  hoped  that  the 
teacher  will  have  time  to  outline  and  study  other  food 
products,  such  as: 

a.  Sugar. 

b.  Eice. 

c.  Tea. 

d.  Coffee,  etc. 

THE  STUDY  of  WHEAT.   (4  weeks.) 
1.  Distribution  of  the  World's  Great  Wheat  Fields. 
a.  In  the  United  States : 

1.  North  central  section,  including  Indiana,  Illinois, 
Minnesota,  North  and  South  Dakota,  Wisconsin, 
Kansas  and  Nebraska. 

92 


GEOGRAPHY — SEVENTH   GRADE   B 


2.  Western  section,  including  California,  Oregon  and 

Washington. 

3.  Eastern  section,  including  New  England  and  North 

Atlantic  States. 

4.  Southern  section,  Texas, 
b.  In  the  foreign  countries : 

1.  Russia. 

2.  India. 

3.  France. 

4.  Austria-Hungary. 

5.  Canada. 

6.  Argentine  Eepublic. 

2.  CONDITION  of  CULTIVATION. 

a.  Soil. 

b.  Climate: 

1.  Temperature. 

2.  Rainfall. 

c.  Methods  of  Cultivation.    Contrast  the  methods  of  wheat 

cultivation  in  Western  New  York  and  in  the  north  cen- 
tral section  of  the  United  States. 

d.  Economic  Conditions.    Lands,  cheap  or  expensive ;  labor, 

scarce  or  plentiful ;  machinery  and  its  relation  to  labor. 
Apply  these  economic  conditions  to  the  United  States, 
to  India,  to  Russia. 

3.  Harvesting. 

a.  Reaping. 

b.  Threshing. 

4.  Marketing. 

a.  Transportation: 

1.  Farm  to  railroad. 

2.  Grain  elevators  (storage). 

3.  By  rail  or  waterway  to  points  of  concentration  for 

trans-shipment  or  manufacture. 

93 


COURSE    OF    STUDY 


4.  Shipment,  east  or  abroad. 

b.  Location  of  great  wheat  markets  of  the  United    States 

and  reason  for  their  location: 

1.  Duluth. 

2.  Minneapolis. 

3.  St.  Louis. 

4.  Chicago. 

5.  Buffalo. 

6.  New  York. 

7.  San  Francisco. 

8.  Portland,  Oregon. 

c.  Location  of  great  wheat  markets  of  the  world : 

1.  One  in  India. 

2.  One  in  Russia. 

3.  One  in  Canada. 

5.  Manufacture. 

a.  Process : 

1.  Purification  of  the  grain. 

2.  Grinding  (study  methods    of   grinding   from    early 

times  to  the  big  roller  process  mills  of  to-day). 

3.  Bolting  (what  bolting  does  and  the  by-products). 

4.  Bagging  and  preparing  for  final  market. 

b.  Types  of  Mills : 

1.  Custom. 

2.  Merchant. 

c.  States  which  lead  ^n  the  manufacture  of  flour  and  the 

reason  therefor: 

1.  Minnesota. 

2.  Ohio. 

3.  Illinois. 

4.  Indiana. 

5.  New  York. 


GEOGRAPHY — SEVENTH   GRADE  A 


6.  Marketing  the  finished  product. 

a.  The  home  market. 

b.  Great  Britain  and  Ireland. 

There  ^should  be  time  enough  to  treat  two  other  products, 
either  as  suggested  in  this  outline  for  wheat,  or  in  one  worked 
out  by  the  teacher  and  principal. 

SEVENTH  GRADE  A. 

COMMERCIAL  AND  INDUSTRIAL  GEOGRAPHY. 

Three  fundamental  needs  of  mankind  are : 
i.  Food. 
2    Clothing. 
3.  Shelter. 

In  the  previous  grade  all  these  needs  were  studied  in  a  gen- 
eral way  showing  how  geographic  conditions  influence  them. 
Large  industrial  regions  were  .described  and  located,  market 
cities  and  transportation  routes  were  traced  upon  maps,  and  one 
or  more  food  products  studied  showing  the  various  steps  from 
the  soil  to  the  table. 

There  remains  to  be  considered  more^in  detail  clothing  and 
shelter,  and  the  geographic  conditions  which  influence  them. 
These  topics  are  to  be  treated  separately. 

1.  By  a  study  of  these  needs  in  different  climates  and  in 

different  civilizations. 

2.  By  a  general  study  of  the  larger  regions  from  which 

the  materials  are  obtained. 

3.  By  a  study  of  some  of  the  methods  by  which  these  raw 

materials  are  obtained,  prepared  for  market  and  ship- 
ped to  centers  from  which  they  are  distributed  to  the 
manufacturers. 

4.  By  a  study  of  production,  manufacture  and  trade. 

CLOTHING. 

I.  All  civilized  nations  clothe  themselves.  The  material  used,  the 
amount  of  clothing,  and  the  nature  of  the  garment,  vary 

95 


COURSE    OF    STUDY 


greatly  among  different  races  and  in  different  climates.  By 
means  of  pictures,  contrast  the  clothing  in  different  cli- 
mates; of  different  races  in  similar  climates.  Note  that 
primitive  people  have  garments  few  in  number  and  of  al- 
most universal  pattern.  Contrast  the  clothing  of  a  native  of 
Korea  and  a  resident  of  the  city  of  Eochester.  Clothing  is 
used  as  a  means  of  ornament  as  well  as  a  means  of  comfort. 
This  love  of  adornment  is  instinctive  and  is  found  in  no 
small  degree  in  the  lower  stages  of  human  life.  Note  the 
early  history  of  trade  with  the  savages  of  newly  discovered 
lands  and  islands.  Among  the  more  highly  civilized  peo- 
ples, personal  adornment  has  become  an  art,  and  great  vari- 
eties of  materials  of  many  weaves  and  colors  are  manufac- 
tured, as  well  as  many  ornaments  used  upon  the  head  and 
hands,  about  the  neck  or  fastened  to  the  garment.  (1  week). 
II.  The  materials  used  for  the  manufacture  of  clothing  are  of 
vegetable  or  animal  origin,  and  include  the  following  as  the 
most  important: 

1.  Materials  of  Vegetable  Origin. 

a.  Cotton. 

b.  Flax. 

c.  Hemp. 

d.  Grasses  in  great  variety. 

e.  India  rubber. 

2.  Materials  of  Animal  Origin. 

a.  Wool  from  the 

1.  Sheep. 

2.  Goat. 

3.  Alpaca. 

4.  Camel. 

b.  Silk. 

c.  Leather  made  from  hides  of 

1.  Cattle. 

2.  Sheep. 

3.  Goats. 

96 


GEOGRAPHY— SEVENTH  GRADE  A 


4.  Horses. 

5.  Swine, 
d.  Furs. 

Note  the  great  variety  of  fur-bearing  animals  and  the  habi- 
tat of  the  most  important.  Using  wall  maps,  locate  the 
regions  of  the  world  in  which  each  of  the  above  men- 
tioned raw  materials  is  found  in  greatest  abundance. 
Have  the  pupils  give  a  list  of  the  different  kinds  of  materials 
that  enter  into  the  garments  of  a  well  dressed  man;  of 
a  well  dressed  woman;  and  point  out  the  places  where 
each  may  have  been  produced.  (3  weeks.) 

III.  The  preparation  of  clothing  from  raw  materials  involves 
their  collection  or  growth,  their  manufacture  or  prepara- 
tion and  their  marketing.  It  frequently  happens  that  more 
than  one  kind  of  raw  material  enters  into  the  manufacture 
of  a  single  fabric. 

Study  these  operations  after  the  following  suggestive  out- 
line: 

COTTON. 

1.  The  World's  Great  Cotton  Fields. 

a.  In  the  United  States. 

b.  In  foreign  countries. 

2.  The  plant. 

a.  An  annual. 

b.  Description  of. 

c.  Cotton. 

3.  Its  Cultivation  and  Two  Varieties. 

a.  Upland. 

b.  Sea  Island. 

4.  Conditions  of  Cultivation. 

a.  Climate. 

b.  Soil. 

c.  In  India. 

d.  In  Egypt. 

97 


COURSE    OF    STUDY 


5.  Harvesting  of  the  Crop. 

a.  How  picked. 

b.  How  cleaned  from  seeds. 

c.  Baled. 

d.  By-products. 

6.  Transportation. 

a.  To  states  that  lead  in  the  manufacture    of   cotton. 
Name  the  most  important  and  the  reason  therefor. 

7.  Manufacture. 

a.  Process: 

1.  Spinning. 

2.  Weaving. 

3.  Mercerization. 

4.  Dyeing  and  Finishing. 

As  far  as  possible  study  one  or  more  materials  of  animal 
origin.  Study  how  the  fabrics  and  other  products  when 
finished  are  sold  and  distributed  for  domestic  manufac- 
ture, such  as : 

a.  Undergarments. 

b.  Hosiery. 

c.  Hats. 

d.  Boots  and  shoes. 

e.  Collars,  cuffs  and  shirts. 

f.  Eeady-made  clothing.    (6  weeks.) 

Shelter. 

Much  the  same  may  be  said  of  shelter  as  a  need,  as  has  been 
said  of  clothing.  By  pictures  and  text  compare  the  variety  of 
habitations  of  man,  conditioned  by  race,  climate  and  civilization. 
Compare  the  dwellings  in  rural  districts  with  those  of  a  modern 
city.  (1  week.) 

I.  Study  the  Essentials  of  a  Good  House  in  Eochester. 
1.  Heating. 

98 


GEOGRAPHY — SEVENTH    GRADE   A 


2.  Ventilation. 

3.  Sanitary  needs.     (2  weeks.) 

II.  Study  of  a  Typical  House. 

Trace  and  assemble  materials,  naming  locations  where  they 
are  found  as  raw  materials  and  the  centers  where  they 
are  prepared  for  the  builder.  (3  weeks.) 

III.  Finally,  study  how  food,  clothing  and   shelter   have   been 
made  available  by  the  co-operation  of  men.    For  example : 
Have  the  pupils  name  as  far  as  possible  the  different  activi- 
ties involved  in  placing  a  dish  of    strawberries    on    their 
table ;  buttons  on  their  clotting ;  paper  on  the  walls  of  their 
homes,  etc.    (2  weeks.) 

The  following  books  and  apparatus  will  be  found  useful, 
and  in  some  cases  necessary,  in  carrying  out  this  course  in 
the  Seventh  Grade. 

1.  Course  of  Study  and  Syllabus  for  Elementary  Schools, 

New  York  State. 

2.  Carpenter's  Series: 

a.  How  the  world  is  fed. 

b.  How  the  world  is  clothed. 

c.  How  the  world  is  sheltered. 

3.  Chamberlain  Series : 

a.  How  we  are  fed. 

b.  How  we  are  clothed. 

c.  How  we  are  sheltered. 

4.  Adams'  Elementary  Geography. 

5.  McMurry,  "Type  Studies  of  the  United  States." 

6.  Stereopticon  and  various  slides  that  may  be  obtained 

from  the  State  Department. 

7.  Stereoscope   and  Educational  Stereographs. 

8.  Outline  Maps. 

9.  As    a    hand-book    for    the    teacher,    Gannett-Garrison- 

Houston's  Commercial  Geography  is  recommended. 

99 


COURSE    OF    STUDY 


10.  Frey's   "Leading  Facts   of  Geography.7' — New   York 

edition. 

11.  The  Story  of  Cotton.— Brooks. 

12.  Story  of  a  Grain  of  Wheat— Edgar. 

13.  Commercial   and   Industrial   Geography. — Kellar   and 

Bishop. 

14.  Rabenort's  Geographical  Series. — Am.  B.  Co. 


100 


PHYSIOLOGY 


Physiology  and  Hygiene 

The  law  of  New  York  State  establishes  the  following  re- 
quirements in  this  subject:  For  the  three  lowest  grades  at 
least  twenty  oral  lessons  each  year ;  and  for  all  other  grades  at 
least  thirty  lessons  from  an  approved  text  book  in  the  hands  of 
the  pupils. 

In  the  first  three  grades  the  work  outlined  should  be  taken 
up  very  simply.  The  chief  benefit  is  to  be  derived  from  fixing 
certain  important  health  habits. 

In  grades  four  and  five  an  elementary  text  book  will  be 
used.  Instruction  in  the  habits  inaugurated  in  the  first  three 
grades  should  be  systematically  continued  in  these  grades. 

In  grades  six,  seven  and  eight  a  more  advanced  text  book 
will  be  used;  but  even  in  these  grades  technical  terms  and  in- 
tricate processes  should  be  taught  only  in  so  far  as  they  are 
necessary  for  the  intelligent  building  of  healthy  bodies. 

Since  the  aim  of  this  entire  course  is  to  establish  good 
health  habits  it  is  necessary  to  keep  this  subject  before  the 
pupils  constantly.  To  this  end  the  work  will  be  given  at  least 
one  lesson  a  week  during  the  entire  year  rather  than  oftener  for 
a  shorter  period. 

All  matter  not  essential  to  the  cultivation  of  health  and 
strength  should  be  omitted;  but  information  which  will  lead 
pupils  to  develop  and  protect  their  bodies  should  be  frequently 
and  forcefully  presented. 

Teachers  should  frequently  emphasize  the  fact  that  a  good 
appearance  and  ability  to  enjoy  life  accompany  good  health 
and  that  poor  heajth  necessarily  results  in  discomfort  and  in- 
efficiency. 

Knowledge  of  the  scientific  names  of  bones  and  muscles 
and  their  structure  or  an  understanding  of  intricate  processes 

101 


COURSE    OF    STUDY 


has  little  value  in  the  matter  of  building  and  caring  for  a  healthy 
body. 

On  the  other  hand,  the  wise  selection  of  food,  thorough 
mastication,  the  necessity  for  regular  elimination  of  waste  mat- 
ter from  the  body,  the  importance  of  a  constant  supply  of  pure 
air,  the  advantage  of  rhythmic  deep  breathing,  the  benefits  of  an 
abundant  use  of  pure  water  and  the  careful  protection  of  the 
body  and  its  various  organs  are  essential  to  good  health  and  can 
be  readily  understood. 

Accurate  instruction  should  be  given  as  to  the  best  meth- 
ods of  giving  aid  in  all  common  accidents  and  emergencies. 

In  this,  as  in  other  subjects,  constant  repetition  is  neces- 
sary to  secure  the  desired  results.  Teachers  should  take  a 
personal  interest  in  the  health  and  strength  of  pupils. 

Especial  attention  should  be  given  to  those  who  do  not 
possess  strong  bodies  or  to  those  who,  because  of  improper 
nourishment,  incorrect  position,  poor  breathing  habits,  obstruct- 
ed breathing,  defective  vision  or  impaired  hearing,  are  not  de- 
veloping as  they  should ;  and  in  all  such  cases  parents  should  be 
asked  to  co-operate  for  the  child's  improvement. 

With  such  ideals  and  such  practice  in  the  schoolroom  the 
sound  body  and  vigorous  health,  the  natural  heritage  of  a  great 
majority,  should  become  a  lifetime  possession. 

FIRST  GRADE. 

Teachers  of  B  Grades  cover  topics  I,  II,  III  and  VII. 
Teachers  of  A  Grades  review  work  of  B  Grade,  and  teach  the 
additional  topics  assigned  this  grade. 

I.  THE  BODY. 

Name,  location  and  use  of  the  principal  parts  and  organs- 
head,  trunk,  brain,  heart,  stomach,  etc. 

II.  FOOD. 

Necessity  of  food  for  growth  and  repair.     Good  foods — 
milk,  eggs,  bread,  butter,  meat,  fruit,  vegetables,  olive 

102 


PHYSIOLOGY — SECOND   GRADE 


oil,  nuts  and  cocoa.    Poor  foods — tea,  coffee  and  alco- 
holic drinks. 

III.  AIB. 

Value  and  need  of  pure  air. 

IV.  WATER. 

Emphasize  the  use  of  the  drinking  fountain.  Necessity  of 
pure  water  for  drinking  and  bathing.  Danger  of  the 
common  drinking  cup. 

V.  BEST  AND  EXEKCISE. 

Importance  of  regular  and  sufficient  sleep. 

Importance  of  regular  daily  exercise  ,at  home  and  in  school. 

VI.  ACCIDENTS  AND  EMERGENCIES. 

Proper  care  of  .cuts,  bruises  and  burns. 

VII.  HABITS  TO  BE  EMPHASIZED. 
Thorough  mastication. 
Proper  position  and  breathing. 

Keeping  objects  out  of  the  mouth,  such  as  pencils,  money, 
etc. 

Eemoving  rubbers  indoors. 
Value  of  clean  hands  and  faces. 

SECOND  GRADE. 

Teachers  of  B  Grades  review  work  of  First  Grade,  and 
teach  topics  I,  II,  III  and  VI.  Teachers  of  A  Grade  review  all 
previous  work,  and  teach  topics  IV  and  V. 

I.  THE  BODY. 

Its  composition — flesh,  blood  and  bones. 

II.  FOOD. 

a.  Good  meals. 

103 


COURSE    OF    STUD. 


1.  Breakfast — fresh  fruit,  cereal,  eggs,  toast,  milk,  etc. 

2.  Lunch — sandwiches,  fruit,  nuts,  milk,  chocolate,  etc. 

3.  Dinner — soup,  meat  or  fish,  bread,  vegetables,  and 

fruit  or  a  light  pudding. 

b.  Poor  meals. 

Meals  in  which  strong  tea,  coffee  or  alcoholic  drinks 
are  served. 

III.  AIR. 

Necessity  for  constant  supply  of  pure  air. 

Exhaled  air  impure. 

Outdoor  air  usually  pure. 

Need  for,  and  ways  of  ventilating  rooms. 

IV.  WATER. 

Need  for  much  drinking  of  water. 
When  drinking  water  should  be  boiled. 
Necessity  for  regular  bathing. 

V.  CARE  OF  BODY. 

Teeth — temporary  and  permanent  sets,  value  in  preparing 
food  for  digestion,  care  of  teeth,  causes  of  decay. 

Advantages  of  outdoor  exercise. 

Best  and  sleep — best  time  for,  and  amount  of,  sleep  neces- 
sary. 

VI.  ACCIDENTS  AND  EMERGENCIES. 

Danger  from  wounds. 

What  to  do  if  clothing  catches  fire. 

VII.  HABITS  TO  BE  EMPHASIZED. 

Cultivate  habit  of  deep  breathing  and  breathing  through 
nostrils  constantly. 

Correct  and  daily  use  of  tooth  brush. 

104 


PHYSIOLOGY — THIRD    GRADE 


THIRD  GRADE. 

Teachers  of  B  Grades  cover  topics  I,  II  and  VII. 
Teachers  of  A  Grades  review  work  of  B  Grade  and  teach 
the  additional  topics  assigned  this  grade. 

L  THE  BODY. 

Principal  functions — motion,  respiration,  nutrition,  excre- 
tion and  sensation. 

II.  FOOD, 

Value  of  such  liquid  foods  as  milk  and  cocoa. 

Dangers  of  coffee,  tea  and  all  forms  of  alcoholic  drinks. 

Danger  of  over-eating ;  especially  such  foods  as  pie,  cake, 
candy,  etc.,  and  of  green  or  decayed  fruit. 

Superiority  of  milk  delivered  in  bottles  over  that  delivered 
in  cans;  care  necessary  after  delivery  at  home. 

How  eggs,  butter,  meat,  flour,  bread,  fish,  etc.,  should  be 
kept  at  home  and  in  stores. 

Why  food  is  cooked ;  fried  foods  to  be  avoided ;  simply  pre- 
pared foods  the  best. 

III.  AIE. 

The  thermometer  and  its  use. 

Why  artificially  heated  rooms  should  be  kept  at  from  65  to 
70  degrees. 

Why  the  windows  of  one's  sleeping  room  should  be  open  at 
night. 

Cold  air  not  necessarily  pure  air. 

Importance  of  teaching,  in  connection  with  lessons  in  phy- 
sical training,  the  value  of  exercises  in  deep  breathing 
and  of  exercises  to  improve  posture  and  increase  lung 
capacity. 

IV.  WATER. 

Necessity  for  a  daily  cold  or  tepid  bath  and  a  warm  bath  at 
least  once  a  week. 

105 


COURSE    OF    STUDY 


Use  of  soap. 

Hot  water  bottle  and  its  use  in  relieving  pain,  etc. 

V.  CARE  OF  BODY. 

Clothing — importance  of  keeping  the  body  dry  and  free 
from  colds ;  need  for  underclothing. 

Teeth — necessity  of  taking  good  care  of  temporary  teeth; 
the  first  permanent  teeth ;  why  the  teeth  should  be  ex- 
amined by  a  dentist,  and  necessary  cleaning  and  filling 
done  at  least  twice  a  year. 

Eyes  and  Ears — value;  various  ways  in  which  they  are 
often  injured  and  weakened;  different  ways  of  favor- 
ing and  protecting  the  eyes. 

Contagious  disease — bacteria  briefly  and  simply  spoken  of; 
how  the  house  fly  spreads  disease;  why  windows  and 
doors  should  be  screened;  necessity  for  clean  homes, 
clean  yards  and  clea|i  streets. 

VI.  ACCIDENTS  AND  EMERGENCIES. 

Danger  from  rusty  nails. 
Danger  from  sunstroke. 
Danger  from  electric  wires. 
Danger  from  escaping  gas. 

VII.  HABITS  TO  BE  EMPHASIZED. 
Proper  care  of  hair  and  nails. 
Sleeping  with  windows  open. 

A  daily  movement  of  the  bowels  to  get  rid  of  waste  matter. 

(Neglect  of  this  function  a  frequent  cause  of  appendi- 
citis and  other  bowel  troubles.) 

FOUETH  GEADE. 

Teachers  of  B  Grades  cover  topics  I,  II,  III  and  IV.  Teach- 
ers of  A  Grades  review  briefly  the  work  of  the  B  Grade  and 
cover  the  additional  topics. 

106 


PHYSIOLOGY — FOURTH    GRADE 


I.  BODY. 

Review  chief  parts,  organs,  etc.,  and  their  uses  as  outlined 
in  grades  I,  II  and  III. 

Bones  examined  and  simply  described;  common  names  of 
bones;  composition  of  bones,  change  in  bone  compo- 
sition as  one  grows  older ;  use  of  joints. 

II.  FOOD. 

Composition  of  proteid,  fat,  starch,  sugar,  mineral  matter, 
water,  the  components  that  are  useful  to  body;  use  of 
these  components ;  need  for  variety  of  diet ;  digestion  a 
chemical  process;  saliva  and  mouth  digestion;  import- 
ance of  eating  slowly  and  masticating  thoroughly; 
value  of  milk  as  a  food — great  value  to  children ;  value 
of  milk  and  eggs  in  the  diet  of  invalids. 

III.  AIE. 

Composition  simply  and  briefly  explained;  how  oxygen  is 
valuable  to  the  body ;  why  tt  must  be  supplied  continu- 
ally in  the  air  we  breathe ;  carbon  dioxid — small  amount 
in  pure  air — a  product  of  combustion  in  the  body  ex- 
haled from  lungs ;  out-of-door  air  usually  pure. 

Organs  of  breathing — mouth,  nose,  epiglottis,  trachea,  bron- 
chia, lungs,  backbone,  ribs,  sternum,  intestinal  muscles, 
diaphragm  described  in  elementary  way. 

How  we  breathe;  best  posture  for  correct  breathing;  cor- 
rect posture  results  in  best  carriage  of  body  and  im- 
proved appearance. 

IV.  WATEK. 

Proportion  of  water  in  tissues ;  soft  water,  hard  water,  the 
former  the  greater  solvent.  Value  of  water  in  cleans- 
ing the  inside  of  the  body;  value  of  drinking  several 
glasses  of  hot  or  cold  water  a  half  hour  or  more  before 
meals;  why  best  not  to  drink  water  during  meals;  ex- 
cretion of  water  and  waste  matter  in  solution  through 
the  skin,  kidneys  and  lungs.  Water  an  aid  in  prevent 
ing  constipation. 

107 


COURSE    OF    STUDY 


V.  BLOOD. 

How  digested  food,  oxygen  and  water  get  to  all. parts  of  the 

body;  'composition    of    the    blood  —  red    and    white 

.  corpuscles,  serum,  etc.,  and  use  of  each  spoken  of  in  an 

elementary  way;  simple  description  of  heart,  arteries, 

veins  and  capillaries  and  the  uses  of  each. 

VI.  CARE  or  BODY. 

Clothing — why  needed,  materials  best  for  summer  and  for 
winter ;  need  for  underclothing ;  different  kinds  and  ad- 
vantages. 

Teeth — value  to  body;  temporary  and  permanent  sets  and 
number  in  each;  structure,  in  elementary  way;  differ- 
ence in  form  of  some  adapted  for  cutting  and  others 
for  grinding. 

Eyes — chief  parts  of  and  use  of  each,  in  an  elementary  way ; 
the  process  of  seeing  described  very  simply;  various 
ways  in  which  eyes  are  injured  or  made  defective ;  ways 
of  favoring  and  protecting  the  eyes. 

Ears — value  of  hearing  to  the  body,  both  from  standpoint 
of  enjoyment  and  practical  use.  Outer,  middle  and 
inner  ear  and  the  process  of  hearing  simply  described. 
Ear-wax,  its  use,  removal,  etc. 

Voice — organs  of  speech;  location  of  vocal  cords;  how 
sound  is  made ;  why  voice  should  not  be  strained. 

Contagious  diseases — useful  and  harmful  bacteria  discussed 
in  an  elementary  way;  common  contagious  diseases 
named  and  the  reasons  for  avoiding  them  given;  why 
children  from  homes  where  there  are  measles,  scarlet 
fever,  diphtheria,  etc.,  should  not  attend  school  or 
mingle  with  other  children  until  danger  of  contagion 
is  past,  and  why  such  houses  should  not  be  visited  dur- 
ing that  period.  Sources  of  contagion  in  common  dis- 
eases ;  smallpox  and  what  statistics  show  of  the  effects 
of  vaccination ;  possible  typhoid  infected  sources ;  why 
drinking  water  from  such  suspected  sources  should  be 
boiled. 

108 


PHYSIOLOGY — FIFTH    GRADE 


Rest  and  exercise — benefits  of  various  kinds  of  exercise; 
why  out-of-door  preferable ;  value  of  keeping  up  regu- 
lar exercise  and  especially  participation  in  some  open 
air  sport  during  manhood  and  womanhood;  value  of 
hours  for  rest  and  sleep. 

Alcoholic  drinks — review  points  enumerated  in  Grades  I, 
II  and  III,  giving  more  details  and  greater  emphasis. 

VII.  ACCIDENTS  AND  EMEKGENCIES. 

Common  accidents,  such  as  cuts,  bruises,  sprains,  burns,  in- 
juries from  sunstroke,  heat  prostration,  electric  shocks, 
drowning,  escaping  gas,  fainting,  etc.,  simply  discussed 
as  to  their  cause,  prevention  and  treatment.  Eeview  all 
points  enumerated  under  this  head  in  Grades  I,  II,  III, 
with  special  emphasis  on  the  importance  of  learning  to 
swim  while  young. 

FIFTH  GEADE. 

Teachers  of  B  Grades  cover  topics  I,  II,  III,  IV. 
Teachers  of  A  Grades  review  briefly  the  work  of  the  B 
Grade  and  cover  the  additional  topics. 

I.  BODY. 

Muscles — what  they  are,  use  to  the  body,  kinds  of  food  that 

•  make  strong  bones  and  muscles ;  effect  of  exercises  on 

muscles,  need  for  rest;  tissues  of  the  body  composed 

of  water,  proteid,  fats,  mineral  matter,  these  supplied 

by  food. 

II.  FOOD. 

Why  food  should  not  be  washed  down;  why  cold  drink 
should  be  avoided ;  why  cold  food  should  be  eaten  slow- 
ly and  only  in  small  quantities;  the  esophagus  and 
stomach;  gastric  juice  and  stomach  digestion;  violent 
exercise  or  hard  study  near  meal  time  to  be  avoided; 
the  intestines,  liver  and  pancreas ;  bile,  pancreatic  juice 
and  intestinal  fluid,  and  the  use  of  each  in  intestinal 

109 


COURSE    OF    STUDY 


digestion;  value  of  rest  to  the  digestive  organs,  omit- 
ting a  meal  often  more  effective  than  medicine;  why 
eating  between  meals  and  overeating  should  be  avoid- 
ed ;  best  ways  of  keeping  eggs,  meat,  bread,  flour,  fruit, 
etc.,  fit  for  use;  most  hygienic  ways  of  preparing  meats, 
soups,  vegetables,  etc. ;  why  coffee  and  tea  are  harmful 
to  children;  the  value  of  cocoa;  harm  resulting  from 
eating  too  much  pie,  cake,  doughnuts,  candy,  etc. 

III.  AIR. 

How  indoor  air  often  becomes  impure;  need  for  and  ways 
of  ventilating;  the  thermometer  and  how  to  read  it; 
temperature  for  school  and  living  rooms;  how  to  keep 
the  air  of  furnaces  and  stove-heated  rooms  from  be- 
coming too  dry;  mouth  breathing  and  adenoids;  ad- 
vantages of  nose  breathing;  the  vast  surface  of  lung 
cells  in  which  the  exchange  of  oxygen  for  carbon  dioxid 
and  watery  vapor  may  take  place;  the  importance  of 
rhythmic  deep  breathing  and  how  it  may  be  cultivated, 

IV.  WATER. 

Dangers  from  impure  water  and  ice. 

Skin — structure  and  use  of  the  dermis,  epidermis,  perspira- 
tory glands,  oil  glands,  nails  and  hair,  in  an  elementary 
way;  nature  and  value  of  respiration;  insensible 
perspiration;  how  perspiratory  and  oil  glands  soil  the 
skin;  necessity  for  daily  cleansing  the  skin;  value  of 
cold,  tepid  and  warm  baths;  uses  of  packs,  steam  and 
thermal  baths,  etc. ;  value  of  hot  water  in  relieving  pain, 
allaying  congestion,  increasing  circulation  in  the  ex- 
tremities of  the  body. 

V.  BLOOD. 

Arterial  and  venous  blood  compared;  the  pulse  and  how 
to  tell  its  rate ;  normal  pulse,  etc. ;  the  course  of  the 
blood  in  pulmonary  and  systemic  circulation  described 
without  special  effort  to  have  details  remembered; 
changes  in  appearance  of  blood  during  circulation  and 
reason  for. 

110 


PHYSIOLOGY — FIFTH    GRADE 


VI.  CAKE  AND  PROTECTION  OF  THE  BODY. 

Clothing — disadvantage  of  too  heavy  clothing  for  children 
•  or  for  adults ;  harm  from  tight  clothing ;  hygienic  hats, 

caps,  shoes,  etc.;  use  of  rubbers  and  why  they  should 
not  be  kept  on  indoors. 

Teeth — causes  and  cure  of  irregular  teeth;  causes  and  pre- 
vention of  decay ;  when  and  how  to  clean ;  use  of  dental 
floss,  tooth  powder,  etc. ;  why  temporary  teeth  should  be 
cleaned  and  filled. 

Eyes — Nearsightedness,  farsightedness,  cross-eye,  and  as- 
tigmatism briefly  discussed;  indication  of  each  ex- 
plained; need  for  consulting  an  oculist  concerning; 
benefits  from  wearing  glasses  in  such  cases. 

Ears — Location  and  use  of  the  eustachian  tube ;  common  in- 
juries to  the  ears ;  ways  of  protecting  them. 

Voice — Change  of  voice  in  boys  and  special  care  necessary 
during  that  period;  advantages  of  a  strong  but  well 
modulated  and  pleasing  voice. 

Contagious  diseases — diseases  in  which  bacteria  are  in  the 
sputum;  tuberculosis  of  the  lungs  (consumption) ;  why 
called  the  Great  White  Plague;  usual  symptoms  of; 
care  in  regard  to  sputum  and  destruction  of  bacteria; 
pure  out-of-door  air  and  nutritious  food  the  remedies 
for;  sanatoriums  for  out-of-door  treatment;  food,  etc., 
used  at ;  persons  likely  to  develop  this  disease ;  con- 
ditions favorable  for  development ;  special  ways  of  for- 
tifying oneself  against  tuberculosis;  why  vigorous 
health  is  the  best  preventive  of  all  diseases. 

Alcohol — effect  of  alcoholic  drinks  on  the  warmth  of  the 
body;  alcoholic  drinks  and  physical  endurance;  alco- 
holic drinks  and  insurance;  growth  of  the  alcoholic 
habit ;  why  total  abstinence  is  the  wisest  and  best  plan. 

Tobacco — why  harmful  to  the  body;  untidiness  of  the  habit; 
"tobacco  heart"  and  insurance;  why  cigarettes  are 
especially  harmful;  their  bad  effects  on  boys. 

Ill 


COURSE    OF    STUDY 


Exercise,  rest  and  sleep — Eeview  Fourth  Grade  Course. 

VII.  ACCIDENTS  AND  EMERGENCIES. 

« 

Eeview  Fourth  Grade  Course. 

SIXTH  GEADE. 

Teachers  of  B  Grades  cover  topics  I,  II,  III,  IV  and  VIII. 
Teachers  of  A  Grades  cover  the  additional  topics. 

I.  BODY. 

Eeview  work  assigned  under  this  topic  to  Grades  IV  and  V. 

II.  FOOD. 

Eeview  briefly  work  of  Grades  IV  and  V. 

How  digested  food  is  taken  into  the  blood;  waste  expelled 
from  bowels ;  necessity  for  a  daily  thorough  movement 
of  bowels;  harm  of  constipation  and  how  it  may  be 
prevented  through  wise  selection  of  diet,  exercise,  etc. 

Alcoholic  drinks,  neither  a  proper  food  nor  an  aid  to  diges- 
tion, cause  disease.  Wise  and  unwise  habits  of  eating 
discussed ;  discussion  of  nutritious  meals,  meals  for  in- 
valids, unhygienic  meals,  etc.;  bacteria  and  their  part 
in  the  destruction  of  food  considered  in  an  elementary 
way. 

III.  AIE. 

Danger  from  gas  and  other  stoves  without  pipes  to  carry  off 
the  poisonous  products  of  combustion;  value  of  cool 
air  and  wide  open  windows  in  sleeping  rooms ;  city  and 
country  air ;  day  and  night  air ;  cool  and  warm  air  dis- 
cussed as  to  purity,  etc.;  advantages  of  rugs,  moist 
cloth  dusting,  etc. ;  value  of  sunshine. 

Breathing — close  connection  between  lung  capacity  and 
health;  elasticity  of  lungs;  how  Jung  capacity  may  be 
increased;  exercises  to  improve  posture  and  lung 
capacity;  value  of  daily  practice  of  deep  breathing 
exercise;  pure  air  and  deep  breathing  exercises  the 
best  aids  to  good  health. 

112 


PHYSIOLOGY — SIXTH    GRADE 


IV. '  WATER. 

Kidneys — number  and  location  in  body;  value  in  eliminat- 
ing urea  from  blood;  effect  on  the  kidneys  of  drinking 
plentifully  of  water ;  location  and  use  of  bladder,  dan- 
ger from  too  long  retaining  urine,  false  modesty  in  this 
respect  to  be  discouraged. 

V.  BLOOD. 

Eeview  topics  assigned  to  Grades  IV  and  V. 

The  points  to  be  emphasized  are  the  vital  necessity  for  free 
circulation  of  the  blood  to  every  part  of  the  body;  why 
circulation  should  not  43e  obstructed  by  tight  clothing  or 
improper  position,  and  how  circulation  may  be  im- 
proved by  exercise,  massage,  etc. 

VI.  NERVES. 

Brain,  spinal  cord,  nerves,  nerve  centers,  and  the  office  of 
each  simply  and  briefly  described ;  the  great  importance 
of  carefully  protecting  the  brain  and  spinal  cord  from 
blows  and  other  injuries. 

VII.  CARE  OF  BODY. 

Teeth — why  first  permanent  teeth  need  special  attention; 
necessity  for  examination  by  a  dentist  at  least  twice  a 
year;  good  teeth-building  foods;  chewing  crusts,  etc., 
good  exercise  for  teeth ;  common  injuries  to  be  avoided. 

Eyes — why  unwise  not  to  wear  glasses  if  eyes  are  defective; 
advantages  of  spectacles  over  eye-glasses,  care  of 
glasses ;  care  of  eyes  of  infants ;  large  amount  of  blind- 
ness; nearsightedness,  etc.,  and  how  much  of  it  might 
be  avoided. 

Ears — signs  of  defective  hearing  and  approaching  deaf- 
ness ;  why  an  aurist  should  be  consulted  concerning  such 
symptoms ;  deafness  in  one  ear  often  undetected  for  a 
long  time ;  deafness  a  calamity  to  be  avoided. 

Voice — exercises  to  strengthen  and  improve  tone,  use  of 
tongue  and  teeth  in  speech,  and  exercise  for  improving 
enunciation. 

113 


COURSE    OF    STUDY 


Contagious  diseases — the  house-fly,  proof  that  it  is  not  -par- 
ticular about  its  food;  number  of  bacteria  one  fly  can 
carry;  how  responsible  for  typhoid  germs,  tubercular 
bacilli,  germs  from  sores  and  various  other  sources  get- 
ting into  the  human  body  and  causing  disease  and 
many  deaths;  where  and  under  what  conditions  it 
breeds ;  why  refuse  from  stables  and  garbage  should  be 
removed ;  or  if  not,  why  they  should  be  kept  in  vaults, 
screened  and  disinfected;  why  dead  animals,  straw, 
paper,  or  any  other  materials  likely  to  decay  should 
not  be  kept  on  the  premises;  why  sewerage  system 
should  be  kept  in  order  and  lime,  oil  or  other  disinfect- 
ant frequently  sprinkled  in  drains ;  why  all  windows 
and  doors,  especially  those  of  the  kitchen  and  dining 
room,  should  be  screened ;  why  all  flies  that  get  into  the 
house  should  be  killed ;  why  flies  should  be  kept  from  the 
sick;  why  unscreened  or  uncovered  fruit,  candy,  food, 
etc.,  should  not  be  purchased  from  stores. 

Exercise,  Rest  and  Sleep — Review  and  emphasize  topics 
assigned  Grade  IV. 

iVTII.  JOY  OF  HEALTH  AND  STKENGTH. 

Ability  to  play  and  work  our  best,  to  look  our  best  and  be 
our  best  some  of  the  most  satisfactory  things  in  life; 
one 's  attitude  toward  play  and  work  when  ill  compared 
with  attitude  when  in  enjoyment  of  perfect  health; 
good  health  the  best  possible  capital;  individual  re- 
sponsibility for  its  possession;  the  principal  bodily 
habits  likely  to  develop  health  and  strength  enumerated 
and  emphasized. 

IX.  ACCIDENTS  ANE  EMEKGENCIES. 

Review  and  emphasize  topics  assigned  Grade  IV. 

SEVENTH  GRADE. 

Teachers  of  B  Grades  cover  topics  I,  II,  III  and  IV.  Teach- 
ers of  A  Grades  review  briefly  the  work  of  the  B  Grade  and 
cover  the  additional  topics. 

114 


PHYSIOLOGY — SEVENTH    GRADE 


I.  BODY. 

Review  topics  as  outlined  for  Grades  IV,  V  and  VI.  Such 
additional  facts  as  the  adaptability  of  the  shape  and 
structure  of  bones  to  use;  kinds  of  joints;  use  of  ten- 
dons; connection  tissue,  etc.,  should  be  taught  at  this 
time. 

II.  FOOD. 

Proteid,  fat,  starch,  sugar  and  mineral  salts  and  the  use  of 
each  to  the  body  given  in  greater  detail;  regulation  of 
diet  to  suit  heat  conditions;  need  of  variety  in  diet; 
composition,  care,  use  and  digestibility  of  such  common 
foods  as  milk  and  its  products,  eggs,  meat,  grains,  vege- 
tables, fruit,  nuts,  olive  oil,  etc.,  given  in  greater  detail; 
coffee,  tea,  chocolate,  cocoa,  "soft"  drinks  and  alco- 
holic drinks  discussed  from  the  standpoint  of  value  to 
the  body;  best  ways  of  keeping  and  preparing  foods; 
harm  from  eating  freely  of  rich  desserts,  candy,  etc.; 
why  a  liking  for  milk,  eggs  and  certain  foods  valuable 
in  illness  should  be  cultivated;  direct  value  of  wisely 
selecting  one's  food  at  daily  meals. 

III.  DIGESTION. 

A  chemical  process ;  saliva,  salivary  glands  and  mouth  di- 
gestion ;  benefits  of  slow  eating  and  thorough  mastica- 
tion; esophagus,  stomach,  small  intestine,  large  intes- 
tine, brief  statement  as  to  muscles  of  canal  and  how 
they  work,  length  of  digestive  canal;  gastric  glands, 
gastric  juice  and  stomach  digestion;  the  work  of 
muscles  in  stomach  digestion ;  the  liver,  pancreas,  work 
of  and  intestinal  digestion;  absorption  and  assimila- 
tion briefly  described;  need  for  thorough  daily  move- 
ment of  the  bowels,  best  time  for  and  regularity  es- 
.  sential. 

IV.  EATING  HABITS. 

Food  should  be  taken  slowly  and  masticated  thoroughly; 
eating  between  meals  to  be  discouraged;  why  food 

115 


COURSE    OP    STUDY 


should  not  be  soaked  or  washed  down  with  liquids ;  use 
of  cold  drinks  or  cold  food  at  regular  meals ;  effect  of 
violent  exercise  or  severe -mental  effort  immediately  be- 
fore or  soon  after  meals;  effect  of  excitement  on  di- 
gestion ;  happy  state  of  mind  the  best  condition. 

V.  AIR. 

Eeview  topics  assigned  Grades  IV,  V  and  VI,  presenting 
them  in  greater  detail.  Emphasize  deep  breathing  and 
other  exercises  likely  to  increase  lung  capacity  and 
improved  position. 

VI.  WATER. 

Eeview  topics  assigned  to  Grades  IV,  V,  VI.  Emphasize 
the  vajue  of  drinking  water  freely;  frequent  bathing; 
reason  for  not  quickly  checking  the  flow  of  perspira- 
tion ;  many  simple  ways  in  which  water  is  useful  to  the 
body;  the  skin,  kidneys,  etc.,  studied  in  more  detail. 

VII.  BLOOD. 

Review  work  of  preceding  grades,  giving  more  detail.  Nor- 
mal temperature  of  body;  significance  of  pulse  rate, 

EIGHTH  GRADE. 

Teachers  of  B  Grades  cover  topics  I,  II,  III,  IV.  Teachers 
of  A  Grades  review  topics  of  B  Grades  and  in  addition  teach 
remaining  topics. 

I.  NERVOUS  SYSTEM. 

Review  topics  given  in  Grade  VI ;  the  principal  parts  of  the 
brain  and  the  use  of  each;  the  structure  of  the  brain 
and  spinal  cord  presented  in  more  detail  than  in  Grade 
VI ;  the  ganglia  and  their  function  briefly  discussed. 

II.  SPECIAL  SENSES. 

Sight — the  eyes  and  their  use  to  the  body;  principal  parts 
of  each,  the  use  of  each,  the  process  of  seeing  presented 
in  more  detail  than  in  Grades  IV,  V  and  VI;  special 

116 


PHYSIOLOGY — EIGHTH    GRADE 


care  and  protection  necessary  for  eyes  of  infants;  the 
disadvantage  of  defective  vision  or  blindness  and  per- 
sonal responsibility  for  the  condition  of  one's  eyes 
emphasized  throughout ;  such  points  as  correct  position 
when  reading  by  artificial  light,  not  allowing  the  book 
or  paper  one  is  reading  to  lie  flat  on  a  desk  or  table, 
and  other  similar  points  should  be  presented  so  fre- 
quently and  forcefully  as  to  result  in  personal  applica- 
tion by  each  pupil. 

Hearing — present  the  topics  pertaining  to  the  structure, 
care  and  protection  of  the  ears,  given  in  Grades  IV,  V 
and  VI,  giving  more  detail  and  enlarging  where  the 
ideas  will  be  clarified  or  strengthened  thereby;  proper 
care  and  protection  should  be  the  chief  aim ;  the  cause 
of  dumbness. 

Taste,  smell  and  feeling — each  briefly  discussed  and  ex- 
plained ;  how  sense  acuteness  may  be  cultivated, 

III.  CAKE  OF  BODY. 

Clothing — present  topics  enumerated  in  other  grades,  with 
greater  detail. 

Teeth — present  topics  given  in  other  grades,  but  in  greater 
detail  where  helpful,  e.  g.,  more  facts  concerning  struc- 
ture, names  of  different  teeth,  etc.;  the  utility  and 
beauty  of  clean  healthy  teeth  should  be  emphasized 
throughout. 

Voice — review  topics  given  in  preceding  grades. 

IV.  CONTAGIOUS  DISEASES. 

Discuss  the  points  given  under  this  head  in  preceding 
grades,  giving  additional  data  where  feasible;  health 
officers  and  their  duties;  removal  of  garbage,  waste, 
etc.,  at  public  expense  and  the  reason;  necessity  of 
public  and  personal  cleanliness;  public  movements  to 
prevent  the  spread  of  tuberculosis  of  the  lungs,  etc.; 
importance  of  pure  water  supply ;  how  individual  good 
sense  and  reasonable  care  may  prevent  much  illness 

117 


COURSE    OF    STUDY 


and  suffering ;  review  points  on  the  house-fly ;  danger  of 
infection  from  mosquito. 

V.  ACCIDENTS  AND  EMERGENCIES. 

Consider  the  points  enumerated  in  preceding  grades,  giv- 
ing additional  information  where  practicable,  e.  g.,  how 
to  stop  bleeding  from  an  artery  or  a  vein,  how  to  per- 
form artificial  respiration,  especially  in  cases  of  drown- 
ing and  electrical  shocks,  how  to  do  simple  bandaging, 
cleansing  of  cuts,  wounds,  etc. ;  value  of  reasonable  cau- 
tion in  preventing  accidents,  and  of  quick  action  in  re- 
pairing and  lessening  the  harmful  effects  of  them. 

VI.  EXERCISE,  BEST  AND  SLEEP. 

Emphasize  the  topics  enumerated  in  preceding  grades, 
of  out-of-door  sports,  best  times  for  exercise  upon  the 
muscles  and  upon  the  different  functions ;  value  of  rest 
to  the  brain  before  severe  effort. 

VII.  ALCOHOL,  TOBACCO,  OPIATES. 

Review  topics  given  in  preceding  grades ;  take  up  in  some 
detail  the  effect  of  alcoholic  drinks  upon  the  stomach, 
liver,  heart,  arteries,  etc.;  effect  on  morals;  relation 
of  alcoholic  habit  to  insanity,  crime,  working  ability, 
securing  -employment,  doing  one's  best  in  athletics, 
growth  of  alcoholic  habit;  harm  from  use  of  tobacco, 
especially  cigarettes ;  injurious  effect  of  opiates. 

VIII.  THE  JOY  OF  HEALTH  AND  STRENGTH. 

The  great  advantage  of  good  health  and  strength  and  the 
discomforts  and  handicap  of  ill  health  discussed;  ease 
with  which  health  and  strength  are  lost  and  difficulty 
and  length  of  time  required  to  regain  them;  summary 
of  habits  likely  to  make  our  bodies  healthy  and  efficient. 


118 


NATURE    STUDY — FIRST    GRADE 


Nature  Study 


The  following  course  in  Nature  Study  is  an  exact  reprint  of 
the  former  course.  It  is  printed  here  for  such  suggestions  as 
it  may  contain  for  teachers.  It  is  in  no  sense  a  required  course. 

The  need  of  the  right  kind  of  work  in  Nature  Study  for 
pupils  in  the  elementary  school  is  obvious.  Rochester  has  not 
been  able  thus  far  to  find  a  satisfactory  way  of  meeting  this 
need.  Unless  actual  specimens  are  intelligently  and  sympa- 
thetically used  the  work  is  bound  to  be  perfunctory  and  value- 
less. To  insure  the  getting  of  such  specimens  and  the  intelligent 
and  sympathetic  use  of  them  by  the  teacher  requires  facilities 
and  more  extended  means  of  training  than  are  now  available. 
The  whole  course  in  Nature  Study  is,  therefore,  being  worked 
through  with  the  view  of  ascertaining  the  extent  to  which  the 
two  essential  conditions  just  named  can  be  met  in  such  a  way 
as  to  guarantee  to  the  child,  at  least  to  some  appreciable  extent, 
the  advantages  which  the  real  study  of  Nature  is  designed  to 
give. 

FIRST  GRADE. 

FALL. 

Color :  Fields,  trees,  sky,  birds,  flowers,  charts  of  leaves  and 

fruit. 

Gardening,  farm  life,  with  excursions  to  farm. 
Study  of  some  common  tree,  as  horse  chestnut,  apple  or 

maple,  leaves,  fruit,  uses. 
Preparation  of  plants  for  winter. 
Moths  and  butterflies ;  development,  preparation  for  winter. 

WINTEK. 

Color :  Snow  and  shadows,  bare  fields,  forests,  fruits. 

119 


COURSE    OF    STUDY 


Study  of  common  vegetables  and  fruits. 

Plant  passivity. 

Study  of  same  tree  continued;  trunk,  branches,  bark,  buds; 
study  of  some  common  evergreen,  as  pine  or  Norway 
spruce. 

Domestic  birds,  as  hen,  duck,  pigeon,  canary,  parrot;  com- 
parison of  structure  as  related  to  food  and  habits ;  fam- 
ily life  and  care  of  young. 

SPUING. 

Color :  Opening  buds  and  leaves,  flowers,  birds,  insects. 
Spring  awakening  of  life. 

Study  of  the  same  tree  continued ;  opening  of  buds,  flower- 
ing, formation  of  fruit,  uses  of  tree. 
Gardening  and  farm  life. 
Moths  and  butterflies. 
Simple  talks  on  the  weather  throughout  the  year;  sunshine 

charts, 
i 

Stories  and  poems. 

SECOND  GRADE. 

FALL. 

Gardening  and  farming. 

Study  of  trees  as  in  first  grade,  as  poplar,  elm,  oak  or 
chestnut. 

Dissemination  of  a  few  common  seeds;  dandelion,  milk- 
weed, stick-tight,  burr,  maple. 

Fruits :  Apples  and  apple-like  fruits,  stone  fruits,  nuts,  ber- 
ries. 

Grasshoppers,  locusts,  crickets. 

WINTEK. 

How  plants  and  animals  pass  the  winter. 
Study  of  tree  continued;  also  cedar  or  hemlock. 

120 


NATURE   STUDY— THIRD   GRADE 


Study  of  vegetables  and  fruit  continued. 

Conditions  of  germination;  experiments  to  show  effect  of 
moisture,  heat  and  light. 

Let  the  children  plant  flower  seeds,  as  sweet  pea  or  nas- 
turtium, and  watch  germination  and  growth  to  fruit- 
ing. 

Comparative  study  of  cat  and  rabbit,  or  other  unlike  ani- 
mals. 

SPRING. 

Gardening  and  farm  life. 

Eise  of  sap ;  opening  of  bud's ;  springing  up  of  plants  from 

underground  parts. 
Tree  study  continued. 
Recognition  of  a  few  common  flowers. 
Wild  birds,  as  robin,  English  sparrow,  crow,  oriole;  food 

habits,  family  life,  use  to  man. 
Forms  of  water,  wind  and  directions;  weather  charts  of 

sunshine  and  wind. 
Stories  and  poems. 

THIRD  GRADE. 
FALL. 

Recognition  of  common  flowers. 

Trees :  Kinds  of  oaks  and  maples ;  other  common  deciduous 

and  evergreen  trees  of  neighborhood  and  in  the  parks; 

ready  recognition  of  them  at  all  seasons;  uses  to  man. 
Comparison  of  seeds,  as  to  mode  of  dissemination;  use  of 

various  fruits  to  plants. 
Planting  of  wheat. 
Insect  homes :  Leaf  rollers  and  miners,  galls,  tents,  nests  of 

wasps,  bees,  ants. 
Migration  of  birds. 

WINTER. 

Tree  study  continued  . 

121 


COURSE    OF    STUDY 


Study  of  cereals. 

Germination  of  squash,  pumpkin,  bean  or  pea;  corn  or 
wheat ;  careful  study  of  stages  in  each ;  drawings  made. 

Domestic  mammals:  Horse,  cow,  sheep,  etc.;  habits,  com- 
parison, uses,  products. 

Experiments  on  air,  heat,  wind,  thermometer,  temperature. 

SPRING. 

Tiees  and  flowers. 

Planting  of  corn ;  study  of  wheat  and  corn  plants. 

Wild  birds:  Spring  migration  and  nesting  habits;  uses  to 
man. 

Insect  homes  continued. 

Cloud  forms. 

Weather  charts  of  wind,  sunshine,  cloud  forms  and  temper- 
ature. 

Poems  and  stories. 

FOURTH  GRADE. 

FALL. 

General  plant  relationship :  No  study  of  parts  of  flower  by 
children,  but  simply  recognition  of  relationship;  study 
*  of  sunflower  and  comparison  with  other  composites  col- 
lected by  children ;  study  of  mint  family. 

Leaf  venation :  Parallel  and  netted  veined  leaves. 

Bird  habits  continued. 

Study  of  bugs  and  beetles ;  aquaria  with  water  insects. 

WINTER. 

Germination  of  various  plants  having  one  and  two  cotyle- 
dons to  compare;  drawings. 

Wild  mammals  in  groups  as  far  as  can  be  studied ;  domesti- 
cation ;  relations  to  man  . 

Comparison  of  food  habits  and  adaptation  of  animals  al- 
ready studied. 

122 


NATURE    STUDY— FIFTH   GRADE 


SPRING. 

Lily,  rose  and  buttercup  families,  studied  in  the  same  way 
as  the  composite  family. 

Leaf  venation. 

Study  of  flower  parts  sufficiently  to  recognize  that  parts  of 
one  group  are  usually  in  threes,  never  in  fives,  while 
parts  of  other  groups  are  often  in  fives.  Children  by 
this  time  should  be  able  to  separate  the  plants  they  find 
into  the  two  great  groups  of  monocotyledons  and  dico- 
tyledons, and  discover  the  distinctions  for  themselves. 

Study  of  birds  and  insects  continued. 

General  problems  relating  to  seasons  as  suggested  by  Unit- 
ed States  Weather  Bureau. 

Effect  of  climate  on  man. 

Stories  and  poems. 

FIFTH  GRADE. 

Wood :  Kinds ;  appearance  in  various  sections ;  value  of  dif- 
ferent kinds. 

Forests :  Growth ;  enemies ;  preservation ;  lumbering.  • 

Study  of  important  plant  families ;  flower  parts. 

Continued  classification  into  groups  of  monocotyledons  and 
dicotyledons. 

Eecognition  of  great  groups  of  algae,  fungi,  mosses,  ferns, 
gymnosperms,  angiosperms. 

Clam,  snail,  cray-fish,  lobster ;  fish ;  life  habits. 

Changes  in  coloration;  protective  coloration  of  mammals, 
birds  and  insects. 

How  insects  live ;  how  they  breathe ;  how  they  eat ;  experi- 
ments with  food  plants. 

SIXTH  GRADE. 

Literature. 

~T  123 


COURSE    OF    STUDY 


Work  of  flower  parts;  pollenation,  wind  and  insect;  pro- 
visions to  prevent  self-pollenation  and  to  secure  cross-pollen- 
ation. 

Growth  of  fruit  from  flower;  careful  study  of  various  ex- 
amples. 

Study  of  different  kinds  of  fruit  as  to  provisions  for  seed 
dispersal. 

Boots:  Work,  adaptations. 

Stems :  Work,  adaptations. 

Locomotion  of  various  vertebrates  and  adaptations. 
1       Bees,  wasps  and  ants. 

Common  minerals :  Formation  of  rocks,  as  shale,  sandstone, 
conglomerate,  limestone,  granite,  etc.;  building  stones;  forma- 
tion and  transportation  of  soil. 

Literature. 

SEVENTH  GRADE. 

Ecological  factors :  Heat,  water,  soil,  light,  wind. 

Plant  societies. 

Weeds  and  useful  plants,  with  special  study  of  economic 
relations. 

Differences  between  wild  and  cultivated  plants ;  methods  by 
which  our  food  plants  have  been  produced  from  the  original  wild 
stock. 

Development  of  frog  and  toad;  water  insects;  study  of 
habits  in  aquaria. 

Simple  experiments  in  Physics. 

Literature. 

EIGHTH  GRADE. 

General  physiology  of  plants  and  animals ;  experiments. 

Physics. 

Economic  relations  of  animals  and  insects. 

Literature. 

124 


DRAWING — FIRST  GRADE 


Drawing 

KINDERGARTEN. 

COLOR  STUDY. 

a.  Presented  as  a  whole,  as  found  in  the  rainbow,  the  glass 

prism,  soap-bubble,  shells,  birds,  insects,  etc. 

b.  Recognition  of  the  individual  colors  that  make  up  the 

whole,  i.  e.,  the  prismatic  colors — red,  orange,  yellow, 
green,  blue,  violet. 

c.  Study  of  the  kindergarten  gifts,  flowers,  fruits,  vege- 

tables, bits  of  materials,  etc. 

BRUSH  WORK. 

a.  Flat  tones  of  color  over  large  surfaces. 

b.  Experiments  in  mixing  colors — yellow  and  blue  to  make 

green,  etc. 

c.  Clouded  wash  of  blue  to  suggest  sky. 

d.  Clouded  wash  of  green  lower  on  paper  suggesting  land. 

e.  Free  painting  of  very  simple  objects,  fruits,  vegetables, 

large  flowers,  etc. 

BLACKBOARD  WORK. 

Imaginative  and  illustrative  pictures  related  to  the  daily 
programs. 

FIRST  GRADE. 

COLOR  STUDY. 
Oral: 

a.  Conversational  lessons  noting  colors  found  in  immedi- 
ate surroundings  and  in  materials  brought  into  the 
school  room. 

125 


COURSE    OF    STUDY 


I  b.  Introduction  of  color  chart  of  the  standard  colors.  Brush 
Work — Water  colors  and  ink. 

1.  Color  washes — applied  to  picture  settings  for  illustra- 

tion, etc. 
a.  Flat  washes — tinting  paper  for  design  lessons. 

b.  Graded  washes — suggesting  standard  and  tints. 

c.  Clouded  washes — suggesting  sky  and  land. 

2.  Nature  Specimens — large,simple  studies. 

a.  Flowers. 

b.  Fruits. 

c.  Vegetables. 

3.  Object  Drawing — large  and  simple  in  outline. 

a.  Objects  familiar  to  the  child  in  home  and  school  en- 

vironments. 

b.  Objects  related  to  the  daily  lessons. 

4.  Figure  Drawing. 

a.  Drill  on  action  lines  for  figure  drawing. 

b.  Mass  drawing  of  figures  built  on  action  lines. 

5.  Illustration. 

a.  Picture  stories  from  daily  lessons. 

b.  Picture  stories  from  home  and  school  incidents. 
PAPER  CUTTING — Freehand. 

a.  Familiar  objects. 

b.  Objects  related  to  the  daily  work. 

c.  Story  pictures  from  daily  lessons. 

d.  Simple  units  for  design — leaf  motifs. 
DESIGN — 

a.  Simple  units — squares  cut  from  squared  paper,  simple 

leaves. 

b.  Simple  borders — from  above  units  and  through  line  and 

dot  combinations. 

APPLIED  DESIGN — 

a.  To  manual  training  cardboard  models. 

126 


DRAWING — SECOND   GRADE 


b.  To  booklet  covers. 

c.  To  Christmas  Cards,  Valentines  and  Easter  Cards. 
BLACKBOARD  DRAWING — Drill  in  mass  drawing  of : 

a.  Nature  specimens — large  flowers,  fruits  and  vegetables. 

b.  Objects  related  to  daily  work. 

c.  Figure  drawing  through  action  lines. 

d.  Illustration  of  daily  lessons,  etc. 

PICTURE  STUDY — Pictures  relating  to  home  life  and  child  life. 
Millet. 
Holmes. 

SECOND  GRADE. 

COLOR  STUDY. 
Oral— 

a.  Conversational  lessons  about  colors  found  in  fields,  trees 

and  immediate  surroundings. 

b.  Study  of  color  charts  of  standard  colors  and  of  the  tints 

and  shades. 

Brush  Work — Water  colors  and  ink. 

1.  Color  Washes — applied  to  picture  settings  for  illustra- 

tion, etc. 

a.  Flat  washes — tinting  paper  for  design  lessons. 

b.  Clouded  washes — suggesting  sky,  land,  trees,  ponds, 

etc. 

c.  Stained  glass  effects — to  be  used  in  design  lessons. 

2.  Nature  Specimens — large,  simple  specimens. 

a.  Flowers  on  stem  with  leaf. 

b.  Fruits  on  branch. 

c.  Vegetables. 

3.  Object  Drawing — large  and  simple  in  contour. 

a.  Objects  familiar  to  the  child  in  home   and  school 
environments. 

127 


COURSE    OF    STUDY 


b.  Objects  used  as  illustrative  material  in  some  of  the 
daily  lessons. 

4.  Figure  Drawing. 

Mass  drawing  of  figures  built  on  action  lines  applicable 
to  the  illustrations  required. 

5.  Illustration. 

a.  Picture  settings  including  sky,  land,  middle  distance, 

trees,  ponds,  etc. 

b.  Picture  stories  from  daily  lessons. 

c.  Picture  stories  from  home  and  school  incidents. 

PAPER  CUTTING — Freehand. 

a.  Objects  related  to  daily  lessons. 

b.  Familiar  objects. 

c.  Story  picture  from  daily  lesson. 

d.  Simple  units  for  design — flower  motifs. 

DESIGN. 

a.  Simple  units — flower  motifs. 

b.  Simple  borders — units  repeated,  marginal  lines. 

c.  Simple   surface   covering — units    repeated   on   properly 

spaced  paper. 

APPLIED  DESIGN. 

a.  To  manual  training,  cardboard  models. 

b.  To  booklet  covers. 

c.  To  Christmas  cards,  valentines  and  Easter  cards. 

BLACKBOARD  DRAWING — Drill  in  mass  drawing  of 

a.  Nature  specimens — large,  simple  flowers,  fruits  and  vege- 

tables. 

b.  Objects  related  to  daily  work. 

c.  Figure  drawing  built  on  action  lines. 

d.  Illustration  of  daily  lessons. 

128 


DRAWING — THIRD  GRADE 


PICTURE  STUDY. 

Pictures  relating  to  home  activities  for  the  welfare  of  the 
family. 
.Breton. 
Herring. 

THIRD  GRADE. 

COLOR  STUDY. 
Oral. 

a.  Conversational  lessons,  including  knowledge  gained  in 

First  and  Second  Grades. 

b.  Study  of  color  charts — standards,  scales  of  colors  and 

warm  and  cool  colors. 

Brush  Work — Water  colors  and  ink. 

1.  Color  Washes. 

a.  Flat  washes — tinting  paper  for  design  lessons. 

b.  Clouded  washes — suggesting  sky,  land,  tree,  water, 

etc.,  for  picture  settings  for  illustration. 

c.  Stained  glass  effects — for  use  in  design  lesson. 

2.  Nature  Specimens. 

a.  Flowers  with  foliage. 

b.  Fruits  on  branch  with  foliage. 

c.  Vegetables — not  as  regular  in  contour  as  those  used 

in  previous  grades. 

3.  Object  Drawing. 

a.  Familiar  objects. 

b.  Objects  used  as  illustrative  material  in  some  of  the 

daily  lessons. 

4.  Figure  Drawing.  • 

Mass  drawing  of  figures  built  on  action  lines  applicable 
to  the  illustrations  required. 

5.  Illustration. 

a.  Picture    settings    including    sky,    middle    distance, 
foreground  trees,  rivers  or  roads. 

129 


COURSE    OF    STUDY 


b.  Story  pictures  from  the  daily  lessons  or  from 
civic  life. 

PAPER  CUTTING. 
Freehand. 

a.  Objects  related  to  the  daily  lessons. 

b.  Story  pictures  from  daily  lessons. 

c.  Units  for  design. 

DESIGN. 

a.  Simple  units — flower  or  animal  motifs. 

b.  Simple  border — units  repeated,  marginal  lines. 

c.  Simple    surface    covering — unit   repeated   on  properly 

spaced  paper. 

d.  Simple  circular  rosette. 

APPLIED  DESIGN. 

Decorative  composition  of  plant  forms. 

a.  To  manual  training  cardboard  models. 

b.  To  book  covers. 

c.  To  holiday  cards  and  valentines. 

PENCIL  DRAWING. 
Freehand. 

a.  Lines — horizontal    and    vertical,    suitable    quality    and 

proper  pencil  holding. 

b.  Drill  on  proper  drawing  of  ellipses. 

c.  Large    curved   objects,    simple    in    contour,    below    and 

above  eye  level. 

BLACKBOARD  -DRAWING. 
Mass  drawing  of: 

a.  Nature  specimens. 

b.  Objects  related  to  daily  lessons. 

c.  Figure  drawing  for  illustration. 

d.  Illustration  of  daily  lessons. 

130 


DRAWING — FOURTH  GRADE 


PICTURE  STUDY. 
Animal  Life. 
Landseer. 
Bonheur. 

FOURTPI  GEADE. 

COLOE  STUDY. 

a.  Talks,  including  knowledge  gained  in  previous  grade. 

b.  Study  of  charts — intermediate  hues  and  harmonies  con- 

trasted and  dominant. 

NATURE  STUDIES. 

a.  Flowers  with  foliage — color  and  pencil  massing. 

b.  Fruits.     Color. 

c.  Vegetables,  single  and  in  groups.    Pencil  outline. 

d.  Landscape.    Color. 
OBJECT  STUDY. 

a.  Pencil  sighting  for  right  proportions. 

b.  Freehand  practice  in  drawing  ellipses.    Pencil. 

c.  Single  curved  objects  simple  in  outline  below  eye  level. 

Pencil. 

d.  Single  curved  objects  simple  in  outline  above  eye  level. 

Pencil. 

e.  Groups  of  curved  objects  below  eye  level.    Pencil. 

FIGURE  DRAWING. 

a.  From  action  lines.    Color. 

b.  From  charts.    Color. 
ILLUSTRATION. 

a.  Froja  daily  lessons,  or 

b.  From  dictated  topics. 
Decorative  Composition. 

a.  Pleasing   arrangement   of  plant  forms  within   a  given 

area. 

b.  Harmonious  coloring  of  above  arrangement. 

131 


COURSE    OP    STUDY 


DESIGN. 

a.  Simple  units  for  corner  decoration. 

b.  Simple  units  for  borders  and  surface  covering. 

c.  Simple  lettering. 
Design  applied  to 

a.  Manual  training  models. 

b.  Book. covers. 

c.  Holiday  cards  and  booklets. 

PICTURE  STUDY. 

Illustrating  labor. 
Dupre. 
Troyon. 

FIFTH  GRADE. 

COLOR  STUDY. 

a.  Oral  lessons,   including  knowledge   gained  in  previous 

grades. 

b.  Study    charts,    illustrating    scales,    intermediate    hues, 

broken  colors,  non-colors,  warm  and  cool  colors. 

c.  Study  of  harmonies — dominant,  contrasted  and   analo- 

gous. 

NATURE  STUDIES. 

a.  Flowers  with  foliage.     Color.     Pencil  outline. 

b.  Fruits  with  foliage.     Pencil  outline.     Color. 

c.  Vegetables  in  groups.    Color. 

d.  Landscape.     Pictorial  and  decorative.     Color. 

OBJECT  STUDY. 

Pencil  outline. 

a.  Pencil  sighting  for  true  proportions. 

b.  Single  objects  of  use  and  of  beauty.    Pencil  outline. 

c.  Groups  of  above  mentioned  objects.    Pencil  outline. 

132 


DRAWING — SIXTH   GRADE 


POSE  DRAWING. 

Prom  charts  and  models. 
COLOR  SCHEME  EECORDS. 

a.  Selection  of  textiles,  pictures  and  nature  specimens  con- 

taining combinations  of  pleasing  colors. 

b.  Recording  schemes  from  above  materials  for  use  in  the 

following  lessons. 

DECORATIVE  COMPOSITIONS. 

a.  Line  composition  showing  well  balanced  spacing. 

b.  Pleasing  arrangement  and  coloring  of  plant  forms  within 

a  given  area. 

c.  Pleasing  arrangement  and  coloring  of  a  vase  form  within 

a  given  area. 

d.  Well  arranged  landscape  masses  within  a  given  area. 
DESIGN. 

a.  Conventionalization  of  top  views  of  flowers. 

b.  Conversion  of  the  above  drawings  into  units  of  pure  de- 

sign. 

c.  Lettering. 

d.  Historic  Ornament — Egyptian. 
Design  applied  to 

a.  Borders  for  constructed  blotter  pad. 

b.  Border  or  single  unit  for  telephone  pad. 

c.  Border  on  sewing  bag  made  in  Domestic  Art  Work. 

d.  Book  covers. 

e.  Holiday  cards,  leaflets,  etc. 
PICTURE  STUDY. 

Murilla. 
Delia  Robbia. 

SIXTH  GRADE. 

COLOR  STUDY. 

a.  Talks,  including  knowledge  gained  in  previous  grades. 

133 


COURSE    OF    STUDY 


b.  Study  of  charts  illustrating  scales  of  color,  broken  or 

passive  colors,  non-colors,  intermediate  hue,  warm  and 
cool  colors. 

c.  Study  of  harmonies — dominant,   contrasted   and  anal- 

ogous. 

NATURE  STUDIES. 

a.  Flowers  with  foliage.    Color.    Pencil  outline. 

b.  Fruits  or  vegetables.     Color. 

c.  Landscape.     Color. 
OBJECT  STUDY — Pencil  outline. 

a.  Curved  objects  with  handles,  cooking  utensils,  etc. 

b.  Group  of  curved  objects,  one  of  which  has  handle. 

c.  Principles  of  parallel  and  angular  perspective. 

d.  Simple  rectangular  objects  below  eye  level. 
POSE  DRAWING. 

From  charts  and  models. 
COLOR  SCHEME  RECORDS. 

a.  Selection  of  textiles,  pictures  and  nature  specimens  con- 

taining pleasing  color  combinations. 

b.  Eecording  color  schemes  from  above  materials  for  use 

in  the  following  lessons. 

DECORATIVE  COMPOSITION". 

a.  Pleasing  arrangement  and  coloring  of  a  curved  object 

with  handle  within  a  given  area. 

b.  Well  arranged  landscape  masses  within  a  given  area. 

c.  Well  balanced  arrangement  of  a  plant  form  with  initial 

letter  within  a  given  area. 
DESIGN. 

a.  Conventionalization  of  top  and  side  views  of  flowers. 

b.  Conversion  of  the  above  drawings  into  units  of  pure  de- 

sign. 

c.  Lettering. 

d.  Study  of  Historic  Ornament — Greek. 

134 


DRAWING — SEVENTH   GRADE 


Design  applied  to 

a.  Square  table  mats. 

b.  Book  covers,  leaflets,  holiday  cards,  etc. 

c.  Domestic  Art  models — note-book  covers,  pin-discs,  etc. 

PICTURE  STUDY. 
Lerolle. 

SEVENTH  GRADE. 

COLOR  STUDY. 

a.  Talks,  including  knowledge  gained  in  previous  grades. 

b.  Study  of  the  different  color  charts  in  use  in  the  schools. 

c.  Study  of  the   harmonies — dominant,   contrasted,   analo- 

gous and  complementary. 

d.  Stenciling. 

NATURE  STUDIES. 

a.  Flowers  with  foliage.     Color. 

b.  Flowers  with  foliage.    Pencil  massing,  and  in  outline. 

c.  Fruits  or  vegetables.     Color. 

d.  Landscape.    Color. 

OBJECT  STUDY. 

Pencil  outline. 

a.  Study  of  principles  involved  in  the  foreshortened  circle 

and  in  parallel  and  angular  perspective  above  and  be- 
low eye  level. 

b.  Cottage  house  with  out-of-door  surroundings. 

c.  Rectangular  objects  in  different  positions. 

d.  Groups  containing  curved  and  rectangular  objects. 

e.  Shoes  or  rubbers  in  walking  positions. 

POSE  DRAWING. 

Pencil  or  color. 

From  charts  and  from  models. 

135 


COURSE    OF    STUDY 


COLOE  SCHEME  RECORD. 

a.  Selection  of  textiles,  pictures  and  nature  specimens  con- 

taining pleasing  color  combinations. 

b.  Recording  color  schemes  from  above  materials  for  use 

in  the  following  lessons. 

DECORATIVE  COMPOSITION. 

a.  Pleasing  arrangement  and  coloring  of  a  plant  form  in- 

terlaced with  initial  letter  within  a  given  area. 

b.  Pleasing  arrangement  and  coloring  of  a  group  of'  ob- 

jects within  a  given  area. 

c.  Well  arranged  landscape  masses  within  a  given  area. 

DESIGN. 

Pencil  and  color. 

a.  Conventionalization  of  top  and  side  views  of  flowers  and 

seed  pods. 

b.  Conversion  of  above  drawings  into  units  of  pure  design. 

c.  Lettering. 

d.  Study  of  Historic  Ornament — Roman. 
Design  applied  through  brush  or  stencil  to 

a.  Round  table  mat. 

b.  Book  covers,  portfolio,  mottoes,  holiday  cards,  etc. 

c.  Domestic  Art  models — pillow  tops,  belts,  etc. 

PICTURE  STUDY. 
Millet. 
Raphael  or  Michael  Angelo. 

EIGHTH  GRADE. 

COLOR  STUDY. 

a.  Thorough  review  of  the  oral  lessons  of  the  previous 

grades,  including  the  meaning  and  application  of  all 
color  terms  used  in  connection  with  this  work. 

b.  Thorough  review  of  the  color  harmonies. 

136 


DRAWING — EIGHTH    GRADE 


NATURE  STUDIES. 

a.  Flowers  with  foliage.    Water  colors  or  colored  crayons. 

b.  Flowers  with  foliage.    Pencil  massing  and  in  outline. 

c.  Landscape  Study. 

1.  Selection  and  proper    mounting    of    pleasing  land- 

scape prints. 

2.  A  selection  of  five  of  the  most  beautiful  landscape 

spots  in  or  near  Rochester. 

3.  Written  statements  as  to  why  these  spots  are  con- 

sidered beautiful. 

4.  Pictorial  painting  of  simple  but  pleasing  landscape. 

OBJECT  STUDY. 

Pencil  outline  and  light  and  dark  or  colored  crayons. 

a.  Thorough  review  of  the  knowledge  of  the  principles  of 

perspective  gained  in  preceding  grades. 

b.  Well  arranged  group  consisting  of  a  cottage,  a  dog  ken- 

nel and  a  bird-house    with    suitable    out-of-door  sur- 
roundings. 

c.  Groups  containing  curved  and  rectangular  objects. 

d.  Shoes  in  walking  positions. 

POSE  DRAWING. 

Pencil  or  color. 
From  models. 

DECORATIVE  COMPOSITION. 
Color. 

a.  End  Pieces — pleasing  arrangement  of  plant  forms  inter- 

laced with  the  letters  END  or  FINIS. 

b.  Poster — Well  arranged  landscape  masses  balanced  with 

a  pose  drawing  within  a  given  area. 

DESIGN. 

Color  and  pencil. 

a.  Conventionalization  of  top  and  side  views  of  flowers  and 
seed  pods. 

137 


COURSE    OF    STUDY 


b.  Conversion  of  above  drawings  into  units  of  pure  design. 

c.  Lettering. 

d.  Study  of  Historic  Ornament — Eenaissance. 

e.  Study  of  beautiful  buildings  in  Eocliester. 

f.  Written  statements  as  to  why  these  buildings  are  con- 

sidered beautiful. 
Design  applied  through  brush,  block-printing  and  stencil  to 

a.  Book  covers,  blotter  and  telephone  pads. 

b.  Home    furnishing    articles — pillow  tops,  table  runners, 

aprons,  etc. 

c.  Holiday  booklets,  cards  and  calendars. 

d.  Menu  and  place  cards. 

e.  Domestic  Art  articles. 
PICTURE  STUDY. 

a.  American  painters  of  note. 

b.  American  illustrators  of  note. 

HIGH  SCHOOL. 

• 

COLOR. 

a.  Technical  color  terms  needed  in  the  instruction,  i.  e., 
tone,  value,  intensity,  neutrality,  color,  balance,  an- 
alysis, synthesis,  etc. 

PICTORIAL  REPRESENTATION. 

Mediums.  Pencil,  charcoal,  water  colors,  colored  crayons, 
pen  and  ink. 

I.  Nature  Studies. 

a.  Flowers,  grasses,  sedges,  seed  pods,  fruits. 

b.  Trees  with  out-of-door  surroundings. 

c.  Landscape  effects  illustrative  of  the  different  sea- 

sons, climates,  interesting  incidents,  etc. 
Note — The  above  studies  are  used  as  motifs  for  decorative 
treatment  applied  to  posters,  book  covers,  portfolios, 
pillow  and  table  covers,  etc. 

138 


DRAWING — HIGH    SCHOOL 


Mediums.    Pencil,  charcoal,  water  colors,  colored  crayons, 
oil  colors. 

II.  Object  Study. 

a.  Foreshortening  of  surfaces  and  converging  of  lines  as 

found  in  principles  of  perspective. 

b.  Representation  of  fine  pottery  and  of  articles  of  utility, 

noting  good  form,  proportion,  grouping,  coloring  and 
composition.  Stress  laid  on  the  study  of  tone  values 
in  the  use  of  all  mediums. 

c.  Representation  of  interior  of  rooms. 

d.  Representation  of  interior  furnishings  of  rooms. 

III.  Pose  Drawing. 
Charcoal,  water  colors. 

From  the  human  figure  and  from  casts. 
DECOKATIVE  COMPOSITION. 
Mediums. 
Water  color,  charcoal  and  colored  crayons. 

a.  Well  balanced  arrangements  of  masses  of  flowers,  fruits, 

pottery,  pose,  landscapes,  etc.,  within  given  areas. 

b.  Applied  to 

Posters,  book  covers,  initial  letters,  end  pieces,  etc. 
DESIGN. 

Decorative. 

a.  Conventional  treatment  of  plant  forms. 

b.  Above  treatments  converted  into  bi-lateral  and  balanced 

units  of  pure  design. 

c.  Grouping  of  abstract  spots>  expressing  balance,  rhythm, 

harmony. 

d.  Application  of  (a),  (b)  and  (c)  to  borders,  rosettes  and 

all-over  patterns. 

e.  Lettering. 

f .  Talks  on,  and  copying  of  good  examples  of  Historic  Orna- 

ment. 

g.  Costume  Designing — Wearing  apparel. 

139 


COURSE    OF    STUDY 


CONSTRUCTIVE. 

a.  Pottery. 

b.  Articles  made  from  leather. 

c.  Articles  from  card  and  pasteboard. 

d.  Articles  made  from  metals. 

Applied  to 

a.  Textiles — table  covers,  pillow  tops,  bags,  mats,  etc. 

b.  Leather — purses,  card  cases,  book  covers,  belts,  scissor- 

holders,  etc. 

c.  Card,  Pasteboard  and  Paper — candle  shades,  blotter,  tel- 

ephone and  laundry  pads,  book  covers,  book  plates,  hol- 
iday cards,  etc. 

d.  Metal — lamp  and  candle  shades,    blotter    pad  corners, 

trays,  etc. 

e.  Pottery — vase  forms,  tiles. 

f.  Lettering — book  covers,  mottoes,  book  plates  and  title 

pages,  holiday  cards,  posters,  etc. 

Applied  through 

a.  Stenciling. 

b.  Leather  tooling. 

c.  Block  printing. 

d.  Metal  hammering  and  perforating. 

e.  Tracing  and  brush  work. 

INTERIOR  DECORATION. 

a.  Color  analysis  from  nature  specimens,  textiles,  Japanese 

prints,  etc. 

b.  Color  synthesis  showing  well  balanced  color  harmonies. 

c.  Application  of  the  above  problems  to  designs  and  to  color 

schemes  to  be  used  in  home  decoration,  etc. 

d.  Plan   of  interior  decoration   and   furnishing    of   living 

room,  dining  room  and  sleeping  room. 

o.  Talks  on  school  room  decoration  illustrated  by  pictures, 
etc. 

140 


DRAWING — NORMAL  TRAINING   SCHOOL 


PICTUKE  STUDY  AND  LECTURES. 

a.  Pictures  from  the  most  noted  artists. 

b.  History  of  Art — Primitive,  Mediaeval,  Renaissance  and 

Modern. 

Illustrated  by  printed  pictures  and  objects  characteristic 
of  the  periods  studied. 

c.  The  Relation  of  Art  to  Industry. 

d.  Civic  Planning — Rochester  Beautiful. 

e.  Architecture  of  beautiful  buildings  in  Rochester. 

NORMAL  TRAINING  SCHOOL. 
FINE  AKTS. 

This  course  is  planned  to  be  directly  applied  by  the  stu- 
dents to  the  work  in  the  class-room,  and  is  intended  to  give 
increased  hand  skill  in  art  expression  throughout  all  lines  of 
work. 

It  involves  the  planning  and  working  out  of  lessons  to 
correlate  with  the  other  subjects  of  the  curriculum ;  gives  special 
attention  to  methods  of  presentation,  observation  of  model 
teaching  and  practice  teaching  under  criticism. 

The  work  includes  the  use  of  scissors,  pencil,  ink,  water 
colors,  clay,  and  blackboard,  and  is  planned  to  cover  the  course 
of  instruction  in  all  grades.  Beginning  with  the  free  imagina- 
tive and  illustrative  drawing  and  cutting  in  the  lowest  grade,  it 
progresses  through  all  the  phases  of  pictorial  or  representative 
and  constructive  drawing,  decorative  treatment  and  applied 
design. 

The  pictorial  work  includes  freehand  representation  of 
plant  and  animal  life,  pose  from  the  human  figure,  landscape 
studies,  still  life  from  objects  related  to  the  daily  work  and  rapid 
blackboard  sketching  for  illustration,  thereby  giving  practical 
application  of  the  drawing  to  the  teacher's  work  in  the  class 
room. 

The  decorative  work  and  design  include  decorative  arrange- 
ments of  simple  plant  forms  within  pleasing  enclosures;  orig 

141 


COURSE    OF    STUDY 


inal  designs,  including  bi-symmetrical  and  balanced  units  for 
borders,  rosettes  and  surfaces,  using  natural  forms,  abstract 
spots,  geometric  shapes  and  historic  ornament  as  motifs ;  book 
covers,  posters,  initial  letters,  tail  pieces,  lettering,  etc.;  stencil 
ing  and  wood-block  printing  on  textiles. 

The  constructive  drawing  includes  the  geometric  problems, 
simple  projections  of  surfaces,  development  or  pattern  making, 
working  drawings  of  common  objects,  and  constructive  design 
applied  to  simple  forms  of  handicraft. 

By  means  of  lectures  and  the  study  of  reproduction,  the 
students  are  given  a  general  knowledge  of  noted  artists  and 
modern  illustrators. 

School  and  home  decoration  receive  special  attention  in 
connection  with  the  study  of  domestic  art,  and  stress  is  laid  on 
the  fact  that  through  art  we  learn  to  appreciate  the  higher  and 
broader  side  of  life. 

The  following  course  of  study  covers  the  work  done  by  both 
normal  and  kindergarten  classes,  and  includes  the  methods  of 
presentation,  practice  and  model  teaching  in  all  phases  of  the 
art  work. 

COLOK. 

Material:  Water  color,  crayon. 

Recognition  and  Comparison:  Standards,  tints,  shades, 
hues,  non-colors,  broken  colors  and  harmonies.  Familiar  terms 
used  in  connection  with  all  color  work. 

Application :  Color  schemes  studied  from  nature  textiles, 
Japanese  prints,  etc.,  and  applied  to  decorative  arrangements 
in  future  work,  i.  e.,  book  covers,  initial  letters,  end  pieces, 
nature  charts,  etc. 

.  NATUEE. 

Material :  Water  color,  crayon,  ink,  charcoal,  scissors  and 
paper  for  cutting  when  practicable. 

Mass  representation  and  accented  outline  of  flowers, 
grasses,  weeds,  seed  pods,  fruits,  vegetables  and  trees,  noting 
color,  form,  proportion  and  characteristics  of  growth.  These 

142 


DRAWING — NORMAL    TRAINING    SCHOOL 


studies  are  to  be  used  as  motifs  for  decorative  composition  to 
be  applied  to  future  work.  Landscape  effects,  illustrating  the 
different  seasons  and  climates,  to  be  used  as  settings  for  illus- 
trative work  and  in  decorative  composition. 

LINEAR  AND  AERIAL  PERSPECTIVE. 

Principles  of  freehand  perspective,  i.  e.,  foreshortening  of 
surfaces,  converging  of  lines  as  found  in  parallel  and  angular 
perspective. 

OBJECT  DRAWING. 

Representation  in  accented  outlines  and  in  mass  representa- 
tion of  objects  singly  and  in  groups,  in  light  and  dark,  and  in 
light  and  shade,  working  for  good  form,  proportion,  coloring, 
texture  and  spacing. 

POSE  DRAWING. 

From  the  human  figure,  representing  characters  studied  in 
literature  and  activities  appropriate  to  the  different  seasons, 
and  from  animal  life  illustrating  nature  study  and  other  sub- 
jects. 

PICTORIAL  ILLUSTRATIONS. 

Of  all  subjects  as  carried  out  in  grade  work,  i.  e.,  literature 
stories,  geography,  nature  study,  songs  and  games,  etc. 

BLACKBOARD. 
Drawings  in  all  subjects. 

FREEHAND. 
Clay  modeling  and  cutting  as  carried  out  in  grade  work. 

DECORATION. 

Principles  of  decoration,  i.  e.,  the  decorative  treatment  of 
lines,  shapes,  flowers,  fruits,  landscapes,  etc.,  in  pleasing  ar- 
rangements. The  conventional  treatment  of  plant  forms,  the 
grouping  of  abstract  spots  expressing  balance,  rhythm  and  har- 
mony; the  building  of  the  bi-lateral  and  the  balanced  units  to  be 
repeated  in  borders,  rosettes  and  surface  coverings. 

143 


COURSE    OF    STUDY 


Lettering  for  blackboard  quotation,  book  covers,  posters, 
etc.  The  above  principles  are  applied  to  constructed  articles 
of  use  and  ornament  such  as  book  covers,  posters,  initial  letters, 
end  pieces,  calendars,  blotters,  pads,  writing  tablets,  portfolios, 
scarfs,  pillows,  table  covers. 

Wood-block  printing  and  stenciling. 

PKOBLEMS. 

Projections  of  simple  type-solids,  as  cube,  square  prism, 
square  pyramid,  equi-lateral  tri-angular  prism,  right-angled  tri- 
angular prism,  hexagonal  prism,  cylinder,  cone,  spool,  etc. 

Development  of  type  solids.  Cube,  square  prism,  square 
pyramid,  equi-lateral  tri-angular  prism,  right-angled  tri-angular 
prism,  hexagonal  prism,  cylinder,  cone,  etc. 

Cross  sections  of  hollow  cylinder,  spool  and  like  objects. 

Working  drawings  from  simple  type  forms,  simple  objects 
based  on  type  forms,  and  freehand  sketches  of  familiar  objects. 


144 


DOMESTIC   ART 


Domestic  Art 

FOE  GIRLS. 

Introductory  Note — "Handwork  in  relation  to  the  child  is 
expression  in  terms  of  form  and  color ;  in  relation  to  social  life  it 
is  the  interpretation  of  art  and  industry."  — Dr.  F.  M.  McMurry. 

I    THE  AIM  OF  THE  COUKSE. 

This  course  in  Domestic  Art  aims  to  be  an  integral  part  of 
public  school  instruction.  The  possibilities  of  the  sub- 
ject as  a  factor  in  the  correlation  of  school  studies  with 
home  life  and  with  our  present  economic  problems 
justify  its  place  in  the  curriculum. 

Its  purpose  is  not  primarily  to  meet  an  immediate  personal 
need  or  to  prepare  for  future  trade  work,  although  it 
will  in  a  measure  react  on  both.  The  course  is  dis- 
tinctly educational,  aiming  to  train  children  into  "the 
utmost  possible  largeness  of  being  for  the  utmost  pos- 
sible service. "  To  be  of  worth  it  should  stimulate 
thought  and  train  judgment  and  taste  as  well  as  hands. 
It  fails  in  its  purpose  if  increasing  thinking  power  and 
greater  efficiency  do  not  follow  its  use. 

II.  PLAN  OF  THE  WOEK. 

The  Needle  Arts  now"  taught  include : 

1.  In  the  elementary  and  grammar  schools- 
Simple  articles  of  wearing  apparel. 
Practice  in  applied  design. 
Pattern  cutting  at  sight  (Grades  5  and  6  only). 
Simple  study  of  textiles. 

Note  book  exercise  for  estimating  cost  of  materials. 
Occasional  tests  for  speed  and  accuracy. 
Special  exercises  in  the  use  of  the  sewing  machine,  also 
in  embroidery,  crocheting  and  home-furnishing. 

145 


COURSE    OF    STUDY 


3.  In  the  Training  School  (For  Teachers)— 

General  applications  in  needlecraft. 

Design. 

Study  of  textiles. 

Pattern  cutting  and  adjustment  of  patterns. 

Estimate  of  individual  expenditure  for  materials. 

4.  In  the  Evening  Schools — 

Plain  needlework. 

Dressmaking. 

Millinery. 

Embroidery. 

Crocheting. 

Lace  Making. 

Outline. 

FIFTH  GEADE  B. 

In  this  grade  pupils  should  be  led  to  see  the  connection  be- 
tween the  braiding  and  the  weaving  they  have  previously  done 
and  the  more  advanced  work  of  weaving  textile  raw  material 
into  cloth.  The  intricacies  of  manufacture  are  too  difficult  for 
comprehension,  but  a  review  of  the  lessons  on  warp  and  woof 

will  arouse  the  interest  of  the  children  in  the  materials  used. 

/ 

Syllabus. 
NEEDLE  PRACTICE. 

Basting,  running,  back-stitching,  overcasting,  hemming, 
over-handing,  outline  or  stem  stitch,  tests  for  speed 
and  accuracy. 

APPLICATIONS. 

Bag  with  initials  or  a  decorative  border,  Christmas  articles, 
cutting  patterns  for  dolls'  clothes,  undirected  work. 

DESIGN. 

Simple  letter  to  be  applied  to  some  article  made;  simple 
space  division  for  a  border. 

146 


DOMESTIC   ART — FIFTH    GRADE   A 


TEXTILE  STUDY. 

Brief  study  of  textile  raw  materials — cotton,  flax,  wool  or 
silk;  their  relation  to  the  woven  fabric. 

NOTE  BOOK. 

Estimate  cost  of  materials  used. 

FIFTH  GEADE  A. 

NEEDLE  PRACTICE. 

Review  of  previous  stitches ;  sewing  on  buttons ;  hooks  and 
eyes ;  sewing  on  tape ;  patching,  chainstitch ;  rope  stitch ; 
tests  of  speed  and  accuracy. 

APPLICATIONS. 

Hemmed  towel;  needle-book;  hemstitched  towel;  panholder; 
Christmas  articles;  undirected  work. 

DESIGN. 

Simple  form  for  a  needle-book ;  border  design ;  border  for  a 
towel. 

TEXTILE  STUDY. 

Children's  clothing;  materials  for  different  seasons  and  cli- 
mates ;  materials  suitable  for  wearing  in  a  sick-room. 

NOTE  BOOK. 

Estimate  cost  of  materials  used. 

SIXTH  GRADE  B. 

NEEDLE  PRACTICE. 

Eeview  of  previous  stitches;  gathering;  putting  on  band; 
making  loops  for  holding  buttons ;  placket ;  catch  stitch ; 
blanket  stitch;  speed  and  accuracy  tests. 

APPLICATIONS. 

Child's  apron;  sash  curtains;  pillow  case;  doll's  skirt; 
Christmas  work;  undirected  work. 

147 


COURSE    OP    STUDY 


DESIGN. 

Simpk  design  for  book  cover  applied  to  the  class  note  book ; 
a  pin-disc  or  a  brush-broom  holder. 

TEXTILE  STUDY. 

Fast  and  fugitive  colors ;  directions  for  laundering  ribbons ; 
effects  of  alkali  soaps  on  colored  fabrics. 

NOTE  BOOK. 

Estimate  cost  of  materials  used. 

SEVENTH  GEADE  B. 

The  quantity  of  material  required  for  a  garment  should  be 
carefully  thought  out  before  any  attempt  is  made  at  cutting. 

Syllabus. 
NEEDLE  PRACTICE. 

Hemstitching;  button-holes  and  loops;  tucking;  marking 
towels;  herring-bone  stitch;  simple  feather  stitch;  ac- 
curacy and  speed  tests. 

APPLICATIONS. 

Underskirt  (adjustment  of  pattern);  Christmas  work; 
towel  hemstitched  and  initialed ;  cooking  apron ;  sleeve- 
lets; cap. 

DESIGN. 

Simple  design  for  doily;  initial  or  border  for  a  towel. 
TEXTILE  STUDY. 

Fabrics  considered  from  the  standpoint  of  durability,  good 
taste  and  cost;  selection  of  materials  suitable  for  a 
school  dress ;  removal  of  ink,  iron  rust  and  grease  spots. 

NOTE  BOOK. 

Expenditure  for  materials;  textile  notes. 

EIGHTH  GEADE  B. 

The  decoration  of  an  article  should  always  be  planned  with 
thought  of  its  suitability  to  the  material  and  purpose. 

148 


DOMESTIC  ART — EIGHTH   GRADE  B 


Syllabus. 
NEEDLE  PRACTICE. 

Stockinet  darning;  rolled  hem;  tucking;  skirt  binding;  mi- 
tering  corners;  linen  marking;  damask  hemming; 
matching;  joining  and  sewing  on  lace;  machine  stitch- 
ing; decorative  stitches. 

APPLICATIONS. 

-  Underwaist;  Christmas  work;  portfolio,  desk  pad,  table 
runner  or  pillow  top;  short  kimono  or  night-dress  (ma- 
chine stitched). 

DESIGN. 

For  pillow  top,  portfolio,  desk  pad  or  table  runner. 
TEXTILE  STUDY. 

Economics  of  purchase  applied  to  materials  used.  Launder- 
ing; effects  of  water  and  soap  on  cottons,  woolens  and 
artificial  silks.  Dry  cleaning  and  danger  of  cleansing 
fluids. 

NOTE  BOOK. 

Expenditure  and  accounts;  characteristics  of  textile 'fab- 
•     rics  used. 


149 


COURSE    OF    STUDY 


Domestic  Science 

I.  PUKPOSE  OF  THE  COURSE  IN  DOMESTIC   SCIENCE. 

1.  To  teach  the  art  of  right  living,  to  awaken  interest  and 

educate  girls  to  become  efficient  home  makers. 

2.  To  develop  habits  of  work   which  will  economize  time, 

energy  and  material;  to  establish  habits  of  neatness 
and  personal  cleanliness. 

3.  To  develop  in  the  girl  a  sense  of  responsibility,  independ- 

ence and  resourcefulness  in  her  work,  good  judgment, 
self-control  and  control  over  external  forces. 

f  6th  A  Grade  1%  hrs.  wk. 

II.  TIME  GIVEN  TO  DOMESTIC  SCIENCE,  ^  7th  A  Grade  1%  hrs.  wk. 

[8th  A  Grade  2      hrs.  wk. 

III.  SYNOPSIS  FOR  THE  SIXTH  GRADE  A. 
1.  Cookery. 

a.  Introduction. 

(1)  Utensils. 
Names. 

Place  in  which  each  is  kept. 
Uses. 

(2)  Use  of  the  gas  burner. 

(3)  Method  of  measuring. 
Eeason  for  accuracy. 

(4)  How  to  recognize  temperatures. 
Boiling  point. 

Simmering  point. 
Scalding  point. 

(5)  The  cooking  uniform. 
Personal  neatness. 

150 


DOMESTIC    SCIENCE — SIXTH    GRADE    A 


b.  Breakfast  Dishes. 

(1)  Toast. 

(2)  Stewed  fruits. 

(3)  Milk  toast. 

(4)  Cocoa. 

(5)  Cereals. 

(6)  Eggs. 
Poached  Egg.     ' 
Creamy  Egg. 

c.  Breakfast  Menus.    Proper  Food  Combinations. 

(1)  Preparation  of  a  breakfast. 
(Review  breakfast  dishes.) 

(2)  Setting  the  table. 

d.  Use  of  Dry  Bread. 

(1)  Brown  Betty  Pudding. 

(2)  Chocolate  Bread  Pudding. 

(3)  Preparation  of  Bread  Crumbs. 

e.  Flour  Mixtures. 

(1)  Source  and  history  of  the  leavening  agents. 

(2)  Soda  used  in  muffins. 

(3)  Baking  powder  used  in  baking  powder  biscuits. 

f.  Christmas  Candies. 

(1)  How  to  pack  a  gift  box. 

(2)  Peanut  Brittle. 

g.  Milk. 

(1)  Food  Value. 

(2)  Milk  Products. 

(3)  Junket. 
2.  House  Sanitation. 

a.  Housekeeping. 

(1)  Dish  washing. 

(2)  Care  of  kitchen  waste. 

(3)  Care  of  sinks  and  plumbing. 

151 


COURSE    OF    STUDY 


(4)  Use  and  care  of  coal    and  gas  range. 

(5)  Laundering  kitchen  linen. 

(6)  Sweeping  and  dusting. 

(7)  Care  of  kitchen  cupboards. 

(8)  Care  of  food  in  the  home. 

(9)  How  to  make  a  bed. 

3.  Home  Nursing  and  Personal  Hygiene. 

a.  Treatment  of  burns  and  cuts. 

b.  Prevention  of  infection. 

c.  Emergencies. 

d.  Personal  cleanliness. 

(1)  Care  of  person — hands,  finger  nails,  hair  and 
dress. 

(2)  Personal  habits  in  kitchen. 

4.  Source  and  Production  of  Food  Materials. 

a.  Sanitation  in  the  production,  transportation  and  sale 

of  food  in  stores  and  markets. 

b.  Protection  of  the  city  milk  supply. 
IV.  SYNOPSIS  FOK  THE  SEVENTH  A  GKADE. 

I.  Cookery. 

a.  Principles  of  cookery. 

(1)  Effect  of  heat  on  characteristic  food  stuffs. 

(2)  How  to  make  food  palatable  and  digestible. 

b.  Starchy  foods. 

(1)  The  potato. 

a.  Structure. 

b.  Composition. 

c.  Boiled  potatoes. 

(2)  Cereals. 

a.  Boiled  and  steamed  rice. 

b.  Advantages  of  steaming  over  boiling. 

c.  Boiled  rice.     Hard  sauce. 

d.  Baked  rice  and  cheese. 

152 


DOMESTIC   SCIENCE — SEVENTH  GRADE  A 


(3)  Starch  as  a  thickening  agent. 

a.  Cornstarch  pudding. 

b.  White  sauce  applied  to  creamed  vegetables 

and  left  overs. 

c.  Cream  soups. 

c.  Protein  Foods. 

(1)  The  egg. 

a.  Preservation  in  the  home. 

b.  Tests  for  freshness. 

c.  Omelets. 

(2)  Meat. 

a.  Study  of  cuts  of  meat  and  how  to  market. 

b.  Cost  of  different  cuts  of  beef. 

c.  Broiled  Hamburg  steak.    Parsley  butter. 

d.  Flour  Mixtures. 

(1)   Study  of  the  nature  and  chemical  action  of 
leavening  agents. 

a.  Soda.    Its  action  with  sour  milk  and  molas- 

ses.    Gingerbread. 

b.  Baking  Powder. 

Review  Baking  Powder  Biscuits. 
Variations — Fruit  Rolls,  Shortcakes,  sim- 
ple Butter  Cake. 

e.  Supper  Menus. 

(1)  Prepare  and  serve  a  simple  supper.    (Review 
Processes). 

(2)  Table  setting. 

f.  Social  Lesson. 

(1)  How  to  serve  refreshments. 

(2)  Cost  of  refreshments. 

g.  Christmas  Candies. 

(1)  Brown  Sugar  Cream  Candy, 
a. .  Chocolate  Fudge, 
b.  Cocoanut  Kisses. 

153 


COURSE    OP    STUDY 


c.  Peanut  Creams. 

(2)  Cost  per  pound. 

(3)  Superiority  of  home-made  over  cheap  bought- 
eri  candy. 

2.  House  Sanitation. 

a.  Launder  kitchen  aprons. 

(1)  Soap  solution. 

(2)  Starch. 

(3)  Bluing. 

b.  How  to  clean  kitchen. 

(1)  Cupboards. 

(2)  Refrigerator. 

(3)  Sinks. 

(4)  Ranges. 

c.  Care  of  food  in  the  home. 

3.  Marketing. 

a.  Standard  weights  and  measures. 

b.  Cuts  of  meat.    Costs.    Uses. 

(1)  Visit  to  market. 

c.  Care  of  meat  in  markets. 

(1)   Conditions  which  make  a  market  sanitary.  , 

4.  Food  Values  and  Cost. 

a.  Classification  of  the  typical  foods,  as — 

(1)  Source   of  energy   or   strength   to   work   and 
play. 

(2)  Source  of  material  for  building  body  tissues. 

(3)  Aids  to  good  health. 

b.  How  to  secure  a  balance  of  food  constituents  in  the 

dietary, 

V.  SYNOPSIS  FOR  THE  EIGHTH  GRADE  A. 
1.  Cookery. 

a.  Preservation    of    Food.       (Fermentation    Discour- 
aged.) 

154 


DOMESTIC    SCIENCE — EIGHTH    GRADE    A 


(1)  Cause  of  food  spoiling.    How  to  prevent. 

(2)  Study  yeasts,  moulds  and  bacteria;  conditions 
favorable  and  unfavorable  to  growth. 

(3)  Canned  fruits  and  vegetables. 

(4)  Jellies  and  marmalades. 

(5)  Cost  of  fruits  preserved  in  the  home. 

b.  Fermentation  Encouraged. 

(1)  Yeast.     Conditions  necessary  for  best  action. 

(2)  Bread.  * 

(3)  Roll  dough. 

(4)  Parker    House    Rolls,    Cinnamon  •  Buns    and 
Coffee  Cake. 

c.  How  to  Plan   and  Prepare  Meals. 

(1)  Food  requirements  of  the  daily  dietary. 

(2)  Luncheon  or  Supper  Dishes. 

a.  Beverages :  Tea,  Coffee,  Chocolate. 

b.  Muffins. 

c.  Cottage  Pie — use  of  left-overs. 

d.  Cake — variations  of  a  standard  cake  rule 

by  change  in  form,  flavoring  or  frostings. 

(3)  Plan  Menus  for  luncheon  or  supper. 

a.  Prepare  and  serve  a  simple  meal. 

b.  Table  setting. 

(4)  Dinner  Dishes. 

a.  Cheap  cuts  of  meat. 

b.  Stew  with  vegetables  and  dumplings. 

c.  Beef  rolls. 

d.  Vegetables — attractive  ways  of  serving  tho 

common  vegetables. 

e.  Salads — cooked  dressing. 

f.  Seasonable  desserts. 

d.  Refreshments  for  Social  Gatherings. 

(1)  Meaning  of  hospitality. 

155 


COURSE    OF    STUDY 


(2)  Simplicity  in  entertaining. 

(3)  Ice  Cream. 

(4)  Small  cakes. 

e.  Invalid  Cookery. 

(1)  Special  diets  for  tuberculosis  and  anemia. 

(2)  Serving  the  invalid's  tray. 

(3)  Beef  tea,  broths,  gruels. 

(4)  Egg  nog,  custards,  egg  poached  in  milk. 

f.  Christmas  Candies. 

(1)  Aim  to  enable  girls  to  make  their  Christmas 
candies  at  home. 

(2)  Fondant. 

(3)  Candy  stages  and  tests. 

(4)  Variations  of  fondant  candies. 

2.  Home  Care  of  the  Sick. 

a.  Care  of  the  sick  room. 

1.  Making   the    bed,   cleaning   and   ventilation    of 

room. 

2.  How  to  prevent  spread  of  contagious  diseases. 

b.  Care  of  Patient. 

3.  Care  of  Children. 

a.  Best  type  of  feeding  bottle. 

1.  How  to  keep  clean. 

b.  Sleep,  feeding,  amusement. 

c.  Bathing  and  dressing. 

4.  Housekeeping. 

a.  How  to  launder  table  linen. 

1.  Eemoval  of  stains. 

2.  Washing,  ironing  and  folding. 

3.  Ironing  embroidery. 

5.  Practical  Problems. 

a.  During  lessons  on  preservation  of  fruits,  girls  may 

156 


DOMESTIC    SCIENCE — SIXTH    GRADE    A 


bring  fruit  from  home  and  preserve  this  for  home 
use. 

b.  Orders  for  cake,  jellies,  marmalades  and  other  foods 

are  filled  by  the  girls  of  the  cooking  classes. 

c.  Luncheons  are  prepared  and  served  to  small  groups 

of  teachers.     Girls  market  and  estimate  cost. 

d.  Baked  goods  and  candy  are    prepared   for    school 

sales. 

VI.  LESSONS.  t 

SIXTH  GRADE  A. 

( One  hour  and  one-quarter  per  week.) 

1.  Introduction. 

Furnishings  and  Utensils  of  the  Kitchen. 
Personal  Neatness  and  the  Cooking  Uniform. 
How  to  Wash  Dishes. 

2.  Breakfast  Dishes. 

Toast. 

Stewed  Fruit. 

Milk  Toast. 

Cocoa. 

Cereals. 

Poached  Eggs,  or  Creamy  Eggs. 

3.  Preparation  of  a  Breakfast.     (Review  Processes.) 

Table  Setting. 

4.  Housekeeping — Launder  Kitchen  Towels. 

5.  Bread    Puddings. — Brown    Betty,    or  Chocolate    Bread 

Pudding. 

6.  Flour  Mixtures. — Muffins  (Without  Egg). 

7.  Flour  Mixtures. — Baking  Powder  Biscuits. 

8.  Housekeeping. — How  to  Make  a  Bed. 

9.  Home  Nursing  and  Emergencies. 

Treatment  of  Burns  and  Cuts. 

157 


COURSE    OF    STUDY 


Practical  Emergencies  for  Fainting,  Nose  Bleeding  and 
Bruises. 

10.  Milk.— Butter. 

Cottage  Cheese. 

11.  Milk— A  Junket  Custard. 

12.  Milk  Sherbet  and  Marshmallow  Crackers. 

13.  A  Christmas  Lesson.    Peanut  Brittle. 

(Given  as  the  last  lesson  before  Christmas  vacation.) 

SEVENTH  GEADE  A. 

(One  hour  and  one-quarter  per  week.) 

1.  Introduction. 

Eeview  of  Personal  Neatness  and  the  Cooking  Uni- 
forms. 

Eeview — How  to  wash  dishes. 
Lemonade,  or  Cocoa. 

2.  Boiled  and  Mashed  Potatoes. — (Starch.) 

3.  Cereals.      (Starch.) 

Boiled  Eice. 
Steamed  Eice. 
Hard  Sauce. 

4.  Chocolate  Cornstarch  Pudding. — (Starch  as  a  Thicken- 

ing Agent.) 

5.  White   Sauce  and  Its  Use. — (Starch   as   a   Thickening 

Agent.) 

Creamed  Potatoes,  or 

Creamed  Toast. 

6.  Cream  Soups. — (Use   of  White   Sauce.) 
Cream  of  Corn  Soup,  or 

Cream  of  Potato  Soup. 
Croutons. 

7.  Eggs.— (Protein.) 

Omelets. 

158 


DOMESTIC  SCIENCE — SEVENTH  GRADE   A 


8.  Meat.— (Protein.) 

Broiled  Hamburg  Steak. 
How  to  Build  a  Coal  Fire. 

9.  Leavening  Agents  in  Flour  Mixtures. 

Baking  Soda. 
Gingerbread. 

10.  Leavening  Agents  in  Flour  Mixtures. 

Baking  Powder. 
Variations  of  Baking  Powder. 
Biscuits — Short  Cakes. 
Fruit  Eolls. 

11.  Leavening  Agents. 

Baking  Powder. 
Simple  Butter  Cake. 

12.  Preparation  of  a  Supper. 

Table  Setting. 

13.  Housekeeping. — Launder  Kitchen  Aprons. 

14.  Housekeeping. — Iron  Kitchen  Aprons. 

15.  Christmas  Candy. 

Brown  Sugar  Cream  Candies. 

Variations :    Cocoanut  Kisses,  Nut  Creams  or 

Chocolate  Fudge. 

16.  Housekeeping  . 

How  to  Clean  Kitchen  Cupboards. 
How  to  Clean  Cooking  Tables. 
How  to  Clean  Eange. 
How  to  Clean  Sinks. 

17.  Social  Session. — Visiting  Day  for  Mothers. 

Cocoa. 
Small  Cakes. 

18.  Housekeeping. — Care  of  Bed  Boom. 

159 


COURSE    OF    STUDY 


EIGHTH  GRADE  A. 

(Two  hours  per  week) 

1.  Introduction. 

Review  of  Personal    Requirements    for    the    Cooking 

Class. 
Tea. 
Sandwiches. 

2.  Canning. — Seasonable  Fruits  and  Vegetables.     (Omit  in 

Second  Semester.) 

3.  Jellies  and  Marmalades. 

4.  Yeast. — Bread. 

5.  Yeast. — Rolls.    A  Standard  Recipe  with  Variations. 

Parker  House  Rolls. 
Cinnamon  Buns. 
Coffee  Cake.' 

6.  Luncheon  or  Supper  Dishes. 

Muffins. 
Coffee. 

7.  Luncheon  or  Supper  Dishes. 

Cottage  Pie.     (Use  of  Left-Over  Meats.) 

8.  Luncheon  or  Supper  Dishes. 

Cake.     Standard  Recipe. 

Variations:  Layer  Cake.    Confectioners'  Sugar  Frostings. 
Loaf      .  "  Orange        " 

Cup        "  Chocolate 

White        " 

9.  Dinner  Dishes. 

Vegetables. 

German  Carrots  (In  Straws)  on  Toast. 
E scalloped  Cabbage  or  Cauliflower. 
Macedoine  of  Vegetables. 

160 


DOMESTIC    SCIENCE — EIGHTH    GRADE    A 


10.  Dinner  Dishes.  —  Meats.  —  Economical  Uses. 
Stew  of  Beef  with  Dumplings. 
Beef  Kolls.  —  Tomato  Sauce. 

11.  Dinner  Dishes.  —  Salads. 

Cooked  Salad  Dressing. 
Banana  and  Peanut  Salad. 
Apple  and  Celery  Salad. 
Cabbage  and  Celery  Salad. 

12.  Dinner  Dishes.  —  Seasonable  Desserts. 

Winter  Time    iDutch  Apple  Cake. 
{Lemon  Sauce. 


~     .       m.          (Delicate  Pudding. 
Spnng  Time 


gauce. 

13.  Preparation  of  a  Luncheon  or  Supper. 

Table  Setting. 
Waiting  on  Table. 

14.  Christmas  Candies. 

Fondant. 

Variations  of  Fondant  Candies. 

15.  Invalid  Cooking. 

f  Beef  Tea, 

Winter  Time  "      Broth. 

j   Gruels. 

f  Egg  Nog. 
Spring  Time    \   Baked  Custard. 

[  Eggs  Poached  in  Milk. 

Setting  and  Serving  the  Invalid's  Tray. 

16.  Home  Nursing. 

Care  of  the  Invalid's  Room  and  Bed. 
Care  of  the  Invalid. 

17.  Care  of  Children. 

Best  type  of  Feeding  Bottle. 

161 


COURSE    OP    STUDY 


How  to  Care  for  Feeding  Bottle. 
How  to  Prepare  Milk  for  the  Baby. 
18.  Ice  Cream  and  Cake  Party. 
Note. — In  Second  Semester. 
Omit  Canning  of  Fruit. 
Add  Housekeeping  Lesson — How    to    Launder    Table 

Linen. 
(Given  before  Preparation  of  Luncheon  or  Supper.) 


162 


MANUAL   TRAINING 


Manual  Training 

Aim  of  the  Course. 

The  purpose  of  the  course  in  Manual  Training  is  both  cul- 
tural and  utilitarian.  Its  value  lies  in  the  realization  of  the  fol- 
lowing aims: 

To  supplement  the  other  subjects  of  the  curriculum  through 
the  construction  of  models  to  illustrate  those  subjects. 

To  instill  a  taste  and  respect  for  manual  labor. 

To  bring  the  pupil  into  touch  with  the  industries  of  the 
world  through  the  study  of  typical  methods  of  manufacture  and 
through  the  actual  transformation  of  rough  material  into 
finished  product. 

To  develop  good  taste  in  home  furnishings  and  an  appre- 
ciation of  good  workmanship  and  honest  construction. 

Method  of  Manual  Training. 

Since  Manual  Training  is  founded  upon  the  development  of 
self  activity,  the  work  should  begin  with  exercises  most  easy 
from  the  child's  point  of  view  and  proceed  to  those  more  difficult. 

Every  model  constructed  should  have  a  vital  connection 
with  life — home  life,  school  life  or  the  child's  life  of  sport. 
While  a  series  of  models  has  been  suggested  for  each  grade, 
teachers  are  urged  to  substitute  any  other  models  which  meet  a 
more  real  need,  and  any  desires  of  pupils  to  work  out  new 
models  should  be  most  carefully  considered  and  encouraged. 

Great  care  should  be  taken  that  full  opportunity  is  given 
for  the  exercise  of  the  pupil's  judgment  regarding  matter  of 
shape,  size  and  proportion  of  parts.  Nothing  so  depreciates  the 
value  of  manual  work  as  too  much  help  from  the  teacher. 
Pupils  should  be  led  to  discover  that  the  use  to  which  any  article 
is  put,  governs  its  form  and  the  material  to  be  used  in  its  con- 
struction, and  that  ornamentation  should  chiefly  consist  in  the 

163 


COURSE    OF    STUDY 


refinement  of  necessary  parts  and  the  bringing  out  of  the  nat- 
ural beauty  of  the  material. 

Divisions  of  the  Course. 
The  Course  in  Manual  Training  is  divided  into  two  parts : 

1.  Primary  Hand  Work  (directed)  for  all  pupils  in  grades 

first  to  fourth,  inclusive. 

2.  Tray  and  Bench  Work  in  wood  for  boys  of  grades  fifth 

to  eighth,  inclusive. 

The  Primary  Hand  Work  is  outlined  for  the  teachers  of  the 
primary  grades  by  the  special  manual  training  teachers.  The 
instruction  to  the  pupils  is  then  given  by  the  regular  grade 
teachers. 

The  Tray  and  Bench  Work  are  taught  by  the  special  manual 
training  teachers. 

Primary  Hand  Work  (Directed). 
The  Primary  Hand  Work  includes: 
Cardboard  construction. 
Weaving. 
Work  with  toy  knitters,  raffia  and  reed. 

CAEDBOAED  CONSTEUCTION. 

The  cardboard  work  is  designed  to  give  definite  help  in  the 
teaching  of  number.  This  constructive  number  work  should 
familiarize  pupils  with  the  terms  right  and  left ;  should  develop 
accuracy  and  afford  the  finest  mental  discipline.  Some  of  the 
cardboard  models  are  given  solely  for  their  value  in  number 
work,  others  will  be  found  useful  in  connection  with  literature, 
nature  study,  etc. 

The  use  of  the  ruler  is  introduced  gradually,  with  inches 
first,  and  later,  halves  and  quarters. 

Teachers  are  especially  urged  to  encourage  the  children  to 
find  new  uses  for  the  various  materials  furnished.  For  use  in 
the  original  work  a  number  of  full  sheets  of  cover  paper  will  be 
sent  yearly  to  each  school. 

There  is  a  close  correlation  between  the  art  work  and  the 
construction  work  in  that  each  grade  decorates  some  of  the 

164 


MANUAL   TRAINING— LOWER   GRADES 


cardboard  models  under  the  direction  of  the  art  department. 
For  details  regarding  the  decorated  cardboard  work,  see  the  Art 
Course. 

FIRST  GRADE. 

As  pupils  are  not  able  to  use  the  rules  in  the  first  grade, 
light  weight  cover  paper,  blocked  out  in  one  inch  squares,  is  fur- 
nished. 


The  following  models  are  suggested : 


Model. 

Tag  (if  needed). 
Envelope. 
Square  Tray. 
Seed  Box  with  Cover. 
May  Basket  (plain). 
May  Basket  (fancy). 
Sled,  Cart. 
Snow  Shovel. 
Chicken  Coop. 
Furniture  for  Doll  House. 


Material. 
Tag  Board. 
Eailroad  Paper. 


Blocked  Cover  Paper. 


SECOND  GRADE. 


Model. 

Yarn  Winder. 
Tag. 
Circle  Maker. 

Envelope. 
Book  Mark,  Tray. 
Circular  Mount. 
Eectangular  Mount. 
Blotter,  Shaving  Pad. 
Letter  Case  (1). 
Letter  Case  (2). 
Handkerchief  Case. 
Wall  Pocket. 
Easter   Basket. 
May  Basket. 


Material. 
Tag  Board. 

Manila  Paper. 


Cover  Paper. 


165 


COURSE    OF    STUDY 


THIRD  GRADE. 


Model. 
Tag. 

Yarn  Winder. 
Circle  Maker. 
Foundation  for  Circular  Picture  Frame. 


Material. 


Tag  Board. 


Envelope. 

Book  Mark,  Pen  Wiper. 

Candy  Box. 

Handkerchief  Box. 

Easter  Basket. 

May  Basket. 

Fan. 


FOURTH  GRADE. 


Model. 
Tag. 
Circle  Maker. 

Envelope. 
Hexagonal  Mount. 
Octagonal  Mount. 
Favor  Box. 
Needle  Book. 
Top  Collar  Case. 
Photograph  Frame. 
Hair  Pin  Tray. 
Woven  Tray. 
Post  Card  Album. 


WEAVING. 


Manila  Paper. 


Cover  Paper. 


Material. 
Tag  Board. 

Manila  Paper. 


Cover  Paper. 


The  purpose  of  the  exercises  in  weaving  is  to  help  the  child 
gain  control  of  the  hand. 


166 


I 

MANUAL   TRAINING — LOWER    GRADES 


The  age  of  the  child  determines  the  grade  of  exercises,  be- 
ginning with  the  coarse  and  simple  and  working  up  to  the  finer 
and  more  difficult. 

The  exercises  in  weaving  give  excellent  opportunities  for 
talks  on  textile  fibres — cotton,  wool,  linen  and  silk.  Many  of  the 
articles  made  afford  the  child  an  opportunity  to  work  out  color 
design. 

The  work  in  all  grades  should  be  both  co-operative  and  indi- 
vidual. 

SECOND  GRADE. 

Use  warp  and  weft  in  short  lengths  for  all  exercises. 
Models.  Materials. 

-o  -,  ^  .  (     Mertzo  Braid,  Corticelli  Braid, 

Rugs  and  Mats.  {     -,-»  -^  -,, 

(     Eovmg,  Eags,  Burlap,  Felt. 

THIRD  GRADE. 
Models.  Materials. 

Doll's  Hood,  Stocking  Cap,  Doll's  ]  . 

TVT  £d  -*\  TM    nv  n  11  I      .Roving,  Yarn,  Jute, 

Muff,  DolPs  Tippet  or  Collar.         }.          ^  8 

Eugs  with  patterns  in  color. 

FOURTH  GRADE. 
Models.  Materials. 

Hammock,  DolPs  Tarn  O'Shanter  1  -p     •     .  VOT      info 

^»        on-  T»     »    TV/T  £  Itoving,  Yarn,  Jute, 

Cap,  Bath  Slippers,  Boy's  Mnf-   \-  WarD  chenille 
fler,  Boy's  Marble  Bag. 

Exercises  with  toy  knitters,  raffia  and  reed. 

The  exercises  with  toy  knitters,  raffia  and  reed  in  second, 
third  and  fourth  grades,  consit  in  making  simple  models,  i.  e., 

Mitten  Cords  (Looping). 

Horse  Eeins. 

Foundation  Strand  for  Mats,  etc. 

Napkin  Eings. 

Strand  for  Doll  Hats  and  Doll  Furnishings,  Coin  Purses, 
etc. 

167 


COURSE    OF    STUDY 


Picture  Frames. 

String  Balls. 

Mats,  Brnshbroom  Holders. 

Simple  Baskets,  Jardinieres. 

Raffia  Pillows. 

TRAY  AND  BENCH  WORK  IN  WOOD. 

Tray  Work,  Fifth  Grade.  Maunal  Training  in  wood  is  be- 
gun with  the  tool  best  known  to  boys,  the  knife.  The  equipment 
consists  of  Tray,  Knife,  Try  Square,  Triangles,  Compasses  and 
Ruler. 

In  Grammar  Schools  all  the  classes  in  Manual  Training  are 
held  in  the  Manual  Training  Room. 

Instruction  in  Tray  or  Knife  Work  should  cover  the  fol- 
lowing points : 

Correct  use  of  each  tool  in  the  equipment. 

Correct  position  of  body  in  whittling. 

Proper  manner  of  holding  wood. 

Kinds  of  cuts. 

Principal  facts  about  forestry,  logging,  lumbering  and  milk- 
ing. 

(In  the  elementary  schools  the  tray  work  may  be  continued 
through  the  sixth  grade  or  the  sixth  grade  boys  may  go  to  the 
nearest  Grammar  School  for  bench  work.) 

Models  suggested,  Fifth  Grade : 

Pencil  Sharpener. 

Plant  Label. 

Key  Board,  Blotting  Pad. 

String  Winder,  Spool  and  Thimble  Holder. 

Thread  Holder,  Match  Safe. 

Match  Box  and  Scratch. 

Whisk  Broom  Case,  Pen  Tray. 

Easel  for  Calendar,  Wall  Bracket. 

168 


MANUAL   TRAINING — BENCH-  WORK 


Brush  and  Comb  Case. 

Tooth  Brush  Back,  Paper  Knife. 

Small  Screen. 

Letter  Holder,  Doll's  Furniture. 

Sled,  Kites,  Aeroplanes. 

Thin  Wood  Toys. 

Bench  Work,  General  Directions.  During  the  course  in 
bench  work  the  boys  should  learn : 

Care  of  bench  and  equipment. 

To  distinguish  common  kinds  of  wood,  both  in  growing  trees 
and  in  lumber. 

Ways  of  cutting  timber,  also  facts  about  knots,  shakes,  sap, 
winding,  expansion  and  contraction  of  wood,  warping,  season- 
ing, kiln  drying,  etc. 

Names  of  all  tools  as  taken  up  for  use;  the  names  of  their 
parts  and  proper^care  of  tools. 

Method  of  sharpening  edge  tools. 

Something  of  the  history  and  evolution  of  more  common 
tools. 

Facts  about  the  manufacture  of  tools,  screws,  nails,  etc. 

Use  of  stains,  shellac,  varnish,  wax,  etc. 

Some  portion  of  each  boy's  time  should  be  spent  in  making 
articles  for  the  school,  i.  e., 

Models  to  illustrate  other  subjects  in  course  of  study. 

Simple  furniture  for  school  rooms. 

Frames  for  pictures,  pedestals  for  statuary. 

Toy  furniture  and  simple  furniture  for  the  kindergarten. 

Book  stalls  for  teachers'  desks. 

Models  for  permanent  school  exhibit. 

Apparatus  for  simple  experiments  in  physics. 

Drawing.  "  Before  there  can  be  accurate  expression  there 
must  be  clear  conception." 

The  first  six  lesson  .periods  of  the  semester  may  be  devoted 
to  drawing. 

169 


"    COURSE    OF    STUDY 


Previous  to  the  construction  of  every  model  in  bench  work 
there  should  be: 

1.  Freehand  sketch  of  model  to  be  made. 

2.  Working  drawing  to  scale  of  all  articles  except  experi- 

mental models. 

3.  Complete  order  for  stock  required. 

a.  Lumber — length  x  width  x  thickness,  allowing  %  in. 

extra  in  width  and  1  in.  in  length. 

b.  Nails,  screws  or  other  material  needed. 
Careful  attention  should  be  given  to  the 
Making  of  drawings  from  objects. 

Proper  arrangement  of  different  views  in  working  drawings 
and  proper  placing  on  paper. 

Arrangement  of  lettering  on  mechanical  drawings. 

I.  Name  plate  4"  x  1" — placed  %"  from  bottom  and  right 

side  in  lower  right  hand  corner.          0 
II.  .Name  plate  consists  of 

1.  Name — Bench  No. 

2.  Grade  and  School — Date. 

III.  Name  of  object.    1"  below  top  of  center  of  paper.    Let- 
ters a/4"  in  height. 
IV.  Scale  %"  below  name  of  object.    Letters  %"  in  height. 

Lines  used  in  working  drawings  are 

Visible  edges — full  heavy  lines. 

Invisible  edges — broken  lines  (%  in.  dash). 

Extension  lines — full  light  lines. 

Center  lines — dash  and  dot  alternating,  dash  %  in.,  dot  % 
in. 

Dimension  lines — full  light  lines. 

MECHANICAL  DBAWING  OUTLINE. 

FIFTH  GKADE  B. 
Eight  Freehand  sketches. 

170 


MANUAL   TRAINING— MECHANICAL   DRAWING 

Sheet  of  horizontal  lines.* 

Freehand  sketches  of  articles  to  be  made. 

FIFTH. GRADE  A. 

Sheet  of  horizontal  and  perpendicular  lines. 
Sheet  of  compass  exercises. 

Freehand  sketches  and  mechanical  drawings  of  articles  to 
be  made. 

SIXTH  GRADE  B. 
Sheet  of  lettering. 

Freehand  sketches  and  mechanical  drawings  of  articles  to 
be  made. 

SIXTH  GRADE  A. 
Sheet  of  modified  squares. 

Freehand  sketches  and  mechanical  drawings  of  articles  to 
be  made. 

SEVENTH  GRADE  B. 

Simple  projection  of  square  prisms,  triangular  prisms,  tri- 
angular prisms  placed  back  of  square  prisms. 

Freehand  sketches  and  mechanical  drawings  of  articles  to 
be  made. 

SEVENTH  GRADE  A. 

Sheet  of  tools  and  joints :  try  squares,  saw  box,  cross  lap 
joint  and  mitre  joint.  (Drawn  to  scale.) 

Freehand  sketches  and  mechanical  drawings  of  articles  to 
be  made. 

EIGHTH  GRADE  B. 

Sheet  of  tools  and  joints :  mallet,  housed  joint,  dowel  joint 
and  mortise  and  tenon  joint. 

Freehand  sketches  and  mechanical  drawings  of  articles  to 
be  made. 

EIGHTH  GRADE  A. 

Freehand  sketches  and  mechanical  drawings  of  articles  to 
be  made. 

171 


COURSE    OF    STUDY 


Bench  Work,  Sixth  Grade.     In  the  sixth  grade  the  boys 
should  learn: 

Use  of  gauge  and  knife  to  lay  out  work. 

Use  of  saws:  back,  cross-cut,  rip. 

Use  of  trestles,  saw  boxes. 

Use  of  try  square  to  lay  out  and  test  work. 

Proper  use  of  hammer,  nail  set. 

When  and  how  to  use  nails,  brads. 

Use  of  brace  and  bits,  bit  stock,  countersink. 

Method  of  setting  screws. 

Facts  about  use  and  misuse  of  sandpaper. 

To  detect  grain  of  wood  and  use  this  knowledge  in  planing. 

Chiseling:  vertical,  oblique,  stop  chiseling. 

Use  of  glue  and  clamps  in  gluing. 

Facts  about  use  and  misuse  of  files.1 

Simple  rules  of  framing. 

Board  measure. 

The  general  directions  for  dressing  a  piece  of  wood  are : 

1.  Smooth  broad  surfaces  and  mark  better  side  x  near  bet- 

ter edge. 

2.  Joint  better  edge  and  mark  x. 

3.  Gauge  to  width  and  joint  to  gauge  line. 

4.  True  one  end. 

5.  Measure  to  length  and  true. 

Models  suggested,  Sixth  Grade. 

Sandpaper  and  pounding  block. 

Necktie  rack,  plant  stand. 

Bench  hook,  bread  cutter,  safety  match  holder. 

Magazine  rack. 

Knife  strop,  tooth  brush  rack. 

Tea  pot  stand,  letter  file. 

Scouring  board,  trays. 

172 


MANUAL  TRAINING — EIGHTH   GRADE 


Trellis,  chair  caning  (small  model). 
Kites,  aeroplanes. 

Bench  Work,  Seventh  Grade.    In  the  seventh  grade  the  follow- 
ing points  should  be  covered : 
Use  of  dowel. 

Beveling,  chamfering,  making  round. 
Bow  sawing. 
Use  of  spoke-shave. 

Method  of  applying  different  kinds  of  hinges. 
Joints  to  make — housed  and  cross-lap. 

Models: 

Ring  toss,  candle  stick. 

Money  box,  knife  box,  tooth  brush  rack. 

Scientific  toys. 

Bird  house,  sleeve  board,  copper  match  holder. 

Hat  rack,  kitchen  corner,  corner  shelf. 

Salt  box,  scouring  box,  simple  book  stall. 

Broom  holder,  bracket  shelf,  towel  rack,  foot  stools. 

Book  stall — housed  joint. 

Box  with  each  lap  joint. 

Tabouret — cross-lap  joint. 

Kites,  aeroplanes. 

Bench  Work,  Eighth  Grade.    In  the  eighth  grade  there  should 
be  a  review  of  the  principles  and  processes  learned  in  previ- 
ous grades,  also  all  points  no,t  already  covered  should  be 
taken  up,  as  follows : 
Use  of  scrapers. 
Use  of  gauges. 

Use  of  corner  blocks  and  other  means  of  strengthening. 
Joints  to  make :  dowel  mortise  and  tenon. 

Models: 

Plant  rest,  wind  mill,  tabourets. 

173 


COURSE    OF    STUDY 


Book  stalls  (with  housed  joint). 

Boxes  with  lapped  joint. 

Umbrella  rack,  shoe  boxes,  stools. 

Book  shelves,  photograph  holder. 

Blotters,  paper  knives,  envelope  cases. 

Plate  racks,  cabinets,  screens,  clock  cases. 

Magazine  racks,  hanging  book  shelves. 

Ink  stands,  towel  racks. 

Costumers,  tables. 

Pedestals,  waste  paper  baskets. 

Lamps,  book  ends. 

Kites,  aeroplanes,  step  ladder. 

Scientific  toys. 


174 


MUSIC 


Music 

This  Course  of  Study  is  not  to  be  considered  in  any  sense 
final.  It  will  be  changed,  from  time  to  time,  as  the  work  pro- 
gresses, as  the  musical  ability  of  teachers  and  students  in- 
creases, and  as  the  further  study  of  educational  principles  and 
methods  may  demand.  It  will  also  be  supplemented  by  the  sem- 
ester outlines,  by  circulars  giving  additional  instruction,  and 
by  such  help  and  suggestions  as  the  Department  of  Music  may 
give. 

FIRST  GRADE. 

Aim  to  give  children  rich  musical  experience  from  songs 
outlined  each  semester. 

Work  of  grade  outlined  as  follows : 

1.  EOTE  SONGS — 

Gaynor,  Books  I  and  II;  Congdon  Music  Primer,  Book  I; 
Singing  Leaves;  Modern  Primer. 
Eeview  Kindergarten  Songs. 

2.  VOICE  WOKK— 

Exercises  designed  to  cultivate  light  head-tones. 
Much  individual  work  with  monotones. 

3.  EAK  TRAINING  AND  INTERVAL  DRILL— 

Exercises  designed  to  test  accuracy  of  ear  and  to  develop 
musical  sense  through  power  of  imitation. 

SECOND  GEADE. 

Aim  to  give  children  wider  musical  experience  through 
many  songs  and  to  introduce  them  to  musical  forms  from  print- 
ed page. 

Work  of  grade  outlined  as  follows : 
1.  EOTE  SONGS— 

Gaynor,  Books  I  and  II;  Art  Song  Cycle,  Book  I;  Modern 
Primer. 

175 


COURSE    OF    STUDY 


2.  BOOK  WOKK — 

Sight  reading  from  Congdon  Primer,  Books  I  and  II. 

3.  VOICE  WOKK — 

Exercises  designed  to  cultivate  light  head-tones. 

4.  INTERVAL  DRILL  AND  EAR  TRAINING— 

Exercises  designed  to  develop  musical  sense  through  power 
of  imitation  and  discrimination. 

5.  DICTATION  AND  WRITTEN  WORK — 

Based  on  Interval  Drill. 

THIRD  GRADE. 

Aim  to  give  children  a  wider  musical  experience  and  knowl- 
edge of  musical  forms  from  printed  page. 
Work  of  grade  outlined  as  follows : 

1.  EOTE  SONGS — 

Gaynor,  Books  I  and  II;  Art  Song  Cycle,  Book  I;  Modern 
Primer. 

2.  BOOK  WORK— 

Sight   reading  from  Modern  Primer  and  supplementary 

music  books. 
Many  rounds  and  canons  to  be  sung. 

3.  VOICE  WORK — 

Exercises  designed  to  cultivate  light  head-tones. 

4.  EAR  TRAINING  AND  INTERVAL  DRILL. 

Intervals  in  phrases  of  songs  studied. 

5.  DICTATION  AND  WRITTEN  WORK — 

Exercises  based  on  Interval  Drill. 

FOURTH  GRADE. 

Aim  to  develop  a  true  appreciation  of  quality  of  tone  and 
beauty  of  melody  and  harmony,  and  to  assure  definite  knowledge 
of  music. 

Work  of  grade  outlined  as  follows : 

176 


MUSIC — FIFTH    GRADE 


1.  EOTE  SONGS. 

Gaynor,  Books  I  and  II;  Art  Song  Cycle,  Books  I  and  II; 
Modern  Primer. 

2.  BOOK  WOKK. 

Sight  reading  from  Modern  Primer  and  supplementary 
music  material. 

Special  attention  to  technical  problems  in  time  and  inter- 
val, and  to  two-part  singing. 

3.  VOICE  WOKK. 

Exercises  designed  to  cultivate  light,  flexible  tones. 

4.  EAK  TRAINING  AND  INTERVAL  DRILL. 

Intervals  in  phrases  of  songs  and  exercises  studied  with 
special  attention  to  chromatic  intervals. 

5.  DICTATION  AND  WRITTEN  WORK. 

Based  on  ear  training  and  interval  drill,  and  scales  studied. 

FIFTH  GEADE. 

Aim  to  develop  a  true  appreciation  of  quality  of  tone  and 
beauty  of  melody  and  harmony,  and  to  assure  definite  knowl- 
edge of  music. 

Work  of  grade  outlined  as  follows: 

1.  EOTE  SONGS. 

Gaynor,  Books  I  and  II;  Art  Song  Cycle,  Books  I  and  II; 
Modern  Eeader,  Books  I  and  II. 

2.  BOOK  WORK. 

Sight  reading  from  Modern  Music  Eeader,  Books  I  and  II, 

and  supplementary  reading  material. 
Special  attention  to  chromatic  tones. 

3.  VOICE  WORK. 

Exercises  designed  to  preserve  light  head-tones. 

4.  EAR  TRAINING  AND  INTERVAL  DRILL. 

Intervals  in  phrases  of  songs  and  exercises  studied,  with 
special  attention  to  chromatic  intervals. 

177 


COURSE    OF    STUDY 


Chord  work  suggested. 
5.  DICTATION  AND  WRITTEN  WOKK. 

Based  on  ear  training  and  interval  drill,  and  scales  studied. 

SIXTH  GRADE. 

.  Aim  to  develop  a  true  appreciation  of  quality  of  tone  and 
beauty  of  harmony,  and  to  assure  definite  working  knowledge 
of  music. 

Work  of  grade  outlined  as  follows : 

1.  EOTE  SONGS. 

Twenty  Song  Classics. 

2.  BOOK  WOEK. 

Sight  reading  from  Modern  Music  Reader,  Book  II,  and 
supplementary  music  material. 

Laurel  Music  Reader  used  as  supplementary  book. 

Special  attention  to  problems  of  time  and  interval,  as  out- 
lined, and  to  three-part  selections  for  unchanged  voices. 

3.  VOICE  WORK. 

Exercises  designed  to  preserve  light  head-quality  of  tones. 
Special  attention  to  any  changing  voices  among  boys. 

4.  EAR  TRAINING  AND  INTERVAL  DRILL. 

Intervals  in  phrases  of  songs  and  exercises  studied,  with 

special  attention  to  chromatic  intervals. 
Chord  work  as  outlined. 

5.  DICTATION  AND  WRITTEN  WORK. 

Exercises  based  on  ear  training,  scales  and  studies. 

SEVENTH  GRADE. 

Aim  to  develop  a  true  appreciation  of  quality  of  tone  and 
beauty  of  harmony,  and  to  assure  definite  working  knowledge 
of  music. 

Work  of  grade  outlined  as  follows: 

178 


MUSIC — EIGHTH    GRADE 


1.  BOOK  WOKK — 

Sight  reading  from  Modern  Music  Eeader,  Book  II. 
Laurel  Music  Eeader  used  as  supplementary  book. 

2.  VOICE  WORK— 

Exercises  designed  to  preserve  the  light  head-quality  of 

tones. 

Special  attention  to  any  changing  and  changed  voices  among 

boys. 

3.  EAR  TRAINING  AND  INTERVAL  DRILL — 

Exercises  and  songs  studied  and  chord  work  as  outlined. 

4.  DICTATION  AND  WRITTEN  WORK — 

Exercises  based  on  ear  training  and  interval  drill,  scales 
and  studies. 

EIGHTH  GEADE. 

Aim  to  develop  a  true  appreciation  of  good  music  and  a  defi- 
nite working  knowledge  of  the  same. 

Work  outlined  in  this  grade  as  follows : 

1.  BOOK  WORK— 

Sight  reading  in  Modern  Music  Eeader,  Alternate  Third. 
Laurel  Music  Eeader  used  as  supplementary  book. 
Special  attention  to  three  and  four-part  songs  for  changing 
and  changed  voices. 

2.  VOICE  WORK — 

Exercises  designed  to  preserve  the  correct  quality  of  tones 
with  special  attention  to  changing  and  changed  voices  of 
boys. 

3.  EAR  TRAINING  AND  INTERVAL  DRILL— 

Exercises  and  songs  studied  and  chord  work  as  outlined. 

4.  DICTATION  AND  WRITTEN  WORK— 

Melodies  from  dictation,  and  a  general  review  of  problems 
met  throughout  grades. 

179 


COURSE    OF    STUDY 


HIGH  SCHOOL. 

1.  NORMAL  CLASSES. 

Aim  to  equip  students  with  a  knowledge  of  the  elements  of 
Music  as  a  preparation  for  the  Music  Course  in  the  Normal 
Training  School. 

2.  CHORUS  CLASSES. 

Aim  to  give  students  skill  in  reading  choruses,  part  songs 
and  choral  works  at  sight  and  in  artistic  interpretation  and 
presentation. 

3.  HARMONY. 

Aim  to  give  a  musical  foundation  and  guide  to  artistic  in- 
terpretation in  the  study  of  voice,  piano,  or  any  other  musical 
instrument. 

4.  HISTORY  OF  Music. 

Aim  to  give  students  a  knowledge  of  the  origin  and  develop- 
ment of  music. 

5.  Music  APPRECIATION. 

Aim  to  acquaint  students  with  the  classical  music  literature 
and  its  composers,  and  to  equip  them  with  the  ability  to  en- 
joy intelligently  the  beautiful  in  music. 
Students  may  take  any  one  or  more  of  the  above  courses, 

credit  being  allowed  in  proportion.       The  following  complete 

course  known  as : 

6.  A  GENERAL  CULTURAL  AND  THEORETICAL  COURSE,  consisting  of 

two  or  more  recitations  per  week  in  chorus,  one  in  harmony, 
one  in  music  history  and  one  in  music  appreciation,  is  ad- 
vised. 

Besides  these  classes  there  are  the  following  music  activities 
in  which  high  school  students  are  invited  to  participate : 

1.  Boys '  and  Girls '  Glee  Clubs,  the  members  being  chosen  by 

the  director  on  the  score  of  voice  and  reading  ability. 

2.  The  School  Orchestra,  all  students  playing  wind  or  string 

instruments  being  eligible  for  admission. 

180 


PHYSICAL  EDUCATION 


Physical  Education 


The  course  in  Physical  Education  includes  gymnastic  les- 
sons, games  and  rhythm. 

The  following  is  the  course  in  gymnastics  and  games : 

Before  each  lesson  the  desks  should  be  entirely  cleared  and 
coats  and  sweaters  removed,  after  which  the  following  com- 
mands are  to  be  given : 

"Active — position !"  Pupils  sit  erect  with  feet  on  floor 
under  desk,  arms  stretched  down  at  sides. 

"Class — stand!"  Pupils  rise  quickly  and  quietly  without 
touching  hands  and  at  once  assume  the  best  standing  position. 

"Change — places!"  Pupils  should  be  arranged  according 
to  height.  Above  the  sixth  grade  boys  and  girls  are  to  be  in 
separate  aisles. 

The  teacher  should  then  look  over  the  grade  and  correct  anj 
faulty  positions,  after  which  a  march  is  to  be  given. 

The  best  standing  position  is  one  in  which  the  long  axes  of 
the  head,  neck  and  trunk  form  a  vertical  line,  which  if  continued 
to  the  floor  would  pass  through  the  forward  part  of  the  foot. 
Avoid  the  hollow  back  position  caused  by  over-correction.  To 
obtain  good  posture  have  class  stretch  arms  strongly  sideways 
at  shoulder  height  with  palms  down.  Sway  weight  forward  from 
the  ankles  over  the  balls  of  the  feet.  (If  the  heads  are  drooping 
forward  give  direction  to  draw  the  head  backward  with  chin  in). 
Then  drop  the  arms  to  natural  position  at  the  sides.  This  will 
bring  most  of  the  grade  into  correct  position. 

The  term  "Class — attention !"  is  used  to  call  the  class  from 
the  resting  position  into  the  best  standing  position. 

The  term  "Position !"  is  used  to  return  the  class  to  the  best 
standing  position  from  a  position  taken  during  the  exercises, 
when  such  a  return  can  be  made  in  one  count. 

181 


COURSE    OF    STUDY 


The  term  "In  place — rest!"  is  used  to  give  the  class  an  op- 
portunity to  take  an  easy  relaxed  position  after  vigorous  exer- 
cise. They  should  never  be  allowed  to  take  faulty  positions. 
This  term  should  be  used  after  each  exercise  of  a  lesson. 

The  first  grades  are  to  give  ten  minutes  a  session  to  physi- 
cal education.  All  other  grades  are  to  give  fifteen  minutes  a 
day,  the  time  to  be  divided  between  the  two  sessions. 

Games  are  an  essential  part  of  Physical  Education  and  should 
be  carried  on  as  regularly  and  systematically  as  the  gymnastic 
exercises.  A  list  of  games  is  provided  for  each  grade  from 
which  the  teacher  is  expected  to  make  her  selection.  The  games 
chosen  should  be  as  varied  in  character  as  possible  and  should 
be  so  conducted  as  to  gain  educational  as  well  as  physiological 
results. 

FIRST  GBADE. 

STORY  PLAYS. 

By  means  of  the  story  play  it  is  possible  to  present  to  the 
lowest  primary  grade,  in  an  informal  manner,  the  gymnastic  ex- 
ercises which  are  so  essential  a  part  of  physical  training.  The 
exercises  chosen  for  these  plays  are  mainly  those  involving  large 
groups  of  muscles,  and  should  be  executed  with  sufficient  vigor 
and  animation  to  produce  real  physiological  results.  As  few 
wo^s  as  Dossible  should  be  used  in  suggesting  the  various  ac- 
tivities. Each  exercise  should  be  repeated  several  times.  These 
story  plays  should  be  given  twice  a  week  in  each  grade. 

GAMES. 

The  games  of  the  First  and  Second  grades  may  be  divided 
into  three  groups;  active  games;  sense  training  games;  singing 
prames.  The  teacher  should  plan  her  course  in  such  a  way  as  to 
include  games  from  all  three  groups  each  month  and  not  over 
emphasize  any  one  of  them.  In  teaching  the  singing  games  the 
following  points  should  be  carefully  observed — The  pitch  pipe 
shovel  he  used  to  start  the  song  in  the  right  key,  and  an  effort 
should  be  made  to  keep  the  voice  high  and  sweet  throughout  the 

182 


PHYSICAL    EDUCATION — FIRST    GRADE 


game.  The  time  should  be  quick  and  even.  Not  more  than  one 
singing  game  should  be  used  in  one  play  period  and  that  one 
should  be  repeated  only  a  few  times. 

GAMES  FOK  THE  FIRST  GRADE. 

ACTIVE  GAMES. 
Playground  or  Assembly  hall. 

1.  Cat  and  Rat. 

2.  Slap  Jack. 

3.  Drop  the  Handkerchief. 

4.  Garden  Scamp  (a). 

5.  Squirrels  in  Trees. 

6.  Crossing  the  Brook. 

7.  Follow  the  Leader. 

8.  Hill  Dill  (a). 

Schoolroom. 

1.  Cat  and  Mice. 

2.  Slap  Jack. 

3.  Drop  the  Handkerchief. 

4.  Squirrels  in  Trees. 

5.  Crossing  the  Brook. 

6.  Eace  touching  Wall  (a). 

7.  Follow  the  Leader. 

8.  I  Saw. 

9.  Squirrel  and  Nut. 

10.  Eing  Master. 

SENSE  TRAINING  GAMES. 

1.  Jacob  and  Eachel. 

2.  Hide  the  Thimble. 

3.  Who  Art  Thou? 

183 


COURSE    OF    STUDY 


4.  Who  Moves? 

5.  Lost  Child. 

6.  Blind  Man. 

SINGING  GAMES. 
Playground  or  Assembly  Hall. 

1.  Lads  and  Lassies. 

2.  How  Do  You  Do,  My  Partner? 

3.  Looby  Loo. 

Schoolroom. 

1.  Did  You  Ever  See  a  Lassie? 

2.  Muffin  Man.  (a) 

3.  How  Do  You  Do,  My  Partner?  (a) 

4.  Looby  Loo.  (a) 

5.  Soldier  Boy. 

6.  King  of  France. 

1,  Neighbor,  Neighbor,  (b) 

PRELIMINARY  DRILL.     (September). 

Class — stand ! 

Beady  for  marching — turn!  (Alternate  rows  face  back  of  room). 

Mark  time — mark!  Forward — march!  March  through  aisles 
and  back  to  seats,  marking  time  at  seats  until  all  are  in 
place.  Then  give  order — class — halt!  One!  Two!  (The 
military  imitation  such  as  beating  drums,  soldier  caps,  epau- 
lettes, etc.,  may  be  used  occasionally  during  the  marching). 

MAKING  HAY.     (September). 

1.  Driving  mowing  machine  around  field.     (Walk  around  hold- 

ing reins). 

2.  Mow  grass  near  fences,  rocks,  and  trees  with  scythe. 

3.  Eake  hay. 

4.  Pitch  hay  on  to  hay  racks,  stooping  down  to  lift  hay  on  fork, 

and  reaching  high  up  to  toss  it  on  the  load. 

5.  Climb  on  to  load.    (Step  high,  reaching  up  hand  over  hand). 
€.  Take  deep  breaths  to  smell  new  mown  hay. 

184 


PHYSICAL    EDUCATION — FIRST    GRADE 


PLAYGROUND.     ( October ) . 

1.  Bun  to  the  playground.    (Running  in  place  or  around  room). 

2.  Push  swing. 

3.  Dig  in  sand  pile,  making  shovel  of  hands.     (Bend  low  down 

each  time  and  lift  shovel  full  of  dirt  as  if  it  were  heavy). 

4.  Make  see-saw  by  extending  arms  at  shoulder  level.     (Bend 

to  the  right  and  then  to  the  left  with  see-saw  motion). 

5.  Jump  rope.    (Jump  in  place,  turning  imaginary  rope  at  each 

jump). 

6.  Breathe  in  the  fresh  air. 

GATHERING  NUTS.     (October.) 

1.  Walk  to  woods  through  deep  leaves.    (Once  around  room  lift- 

ing knees  high). 

2.  Climb  over  stone  wall.    (Vaulting  through  seats). 

3.  Reach  up  and  shake  branches  to  bring  down  nuts. 

4.  Stoop  to  pick  up  nuts  and  put  them  in  basket  on  top  of  stone 

wall. 

5.  Run  home  through  field,  crossing  a  brook.     (One  row  at  a 

time  runs  around  room  jumping  over  brook    marked    on 
floor  in  front  of  desks). 

6.  Breathing  the  fresh  air. 

INDIANS.     ( November ) . 

1.  Follow  the  Indian  Trail.    (Walk  around  room  with  very  light 

steps,  looking  ahead  with  hand  shading  eyes,  bending  down 
to  hide  behind  bushes,  etc.) 

2.  Paddle  canoe.    Sitting  on  desks  facing  back  of  room.    Paddle 

on  the  left  side  (right  hand  high,  left  hand  low),  and  on  the 
right  side(  left  hand  high,  right  hand  low). 

3.  Shoot  with  bow  and  arrow.     Raise  bow  to  position,  draw, 

shoot. 

4.  Chop  wood  for  camp  fire,    swinging    axe    from    high    over 

shoulder  down  to  ground. 

5.  Fire  dance.     (Hopping  or  skipping  around  imaginary    fire, 

two  rows  around  one  row  of  seats). 

6.  Smell  to  be  sure  that  fire  is  all  out  before  leaving  camp, 

185 


COURSE    OF    STUDY 


AUTOMOBILE  SIDE.     (November). 

1.  Crank  engine.     Face  desk — front   of    car — and   turn    crank 

with  right  hand,  then  with  the  left. 

2.  Steer  car  around  room,  running  softly  and  turning  steering 

wheel  at  every  corner. 

3.  Stop  to  pump  flat  tire.     (Pump  vigorously,  using  back  and 

arms). 

4.  Put  up  top  and  reach  high  to  fasten  on  side  curtains. 

5.  Bun  car  home. 

6.  Breathe  fresh  air. 


RAILROAD  TRAIN.     (December). 

1.  Walk  to  the  station. 

2.  Fireman  and  engineer  climb  up  steps  into  cab.      (Bending 

knees  high  as  if  climbing  steps). 

3.  Fireman  shovels  coal.     (Stooping  down  and  lifting  as  if  coal 

were  heavy). 

4.  Reach  up  to  ring  engine  bell  as  train  leaves  station.     (With 

left  hand  several  times  and  then  with  right  hand). 

5.  Train  runs  to  next  station.     (Run  around  room  like  a  long 

train  of  cars). 

6.  Blow  whistle.    (Take  deep  breath  and  blow  very  softly). 

GOING  FOR  THE  CHRISTMAS  TREE.       (December). 

1.  Walk  to  the  woods,  dragging  sleds  behind. 

2.  Chop  down  trees.     (Swinging  axe  over  right  shoulder,  then 

over  left). 

3.  Load  trees  on  sleds.    Stoop  down  and  lift  trees. 

4.  Decorate  tree  after  it  is  at  home.     (Lower  row  of  branches, 

then  those  higher  up,  until  the  star  is  put  on  top). 

5.  Dance  around  tree. 

6.  Deep  breathing — smell  the  evergreen. 

CHRISTMAS  TOYS.     (January). 

1.  Train  of  cars.     (Walk  around  room).    Start  slowly  from  the 

186 


PHYSICAL    EDUCATION— FIRST    GRADE 


station;  increase  speed;  slow  before  reaching  new  station 

(seats). 

2.  Beat  drums. 

3.  Rocking  horse. 

4.  Build  tower  of  blocks.    (Pick  up  blocks  from  floor  and  pile  up 

making  each  block  higher  than  the  preceding  one  until  the 
children  reach  up  as  high  as  possible). 

5.  Jacks-in-the-box.     (Bend  and  stretch  knees  as  teacher  opens 

and  shuts  box). 

6.  Blow  whistle  or  horn. 

SWEEPING  DAY.     (January). 

1.  Open  windows,  pushing  them  up  high. 

2.  Eoll  up  rugs.    (Bend  down  and  roll  rugs,  walking  forward  a 

few  steps). 

3.  Lift  rugs  upon  shoulders  and  carry  them  out  of  doors.    (Two 

rows  around  one  row  of  seats). 

4.  Beat  rugs,  kneeling,  swing  stick  first  in  one  hand  and  then  in 

the  other. 

5.  Sweep  the  floor — first  left,  then  right. 

6.  Eeach  high  up  to  dust  pictures  and  brush  down  cobwebs. 

7.  Take  breath  of  fresh  air  to  get  dust  out  of  lungs. 

WINTER  SPORTS   (February). 

1.  Wade  through  deep  snow — (walk  around  room  stepping  high 

as  if  the  snow  were  deep). 

2.  Warming  up — swing  the  arms    vigorously,    slapping    them 

across  the  body  (as  drivers  do  in  cold  weather). 

3.  Throw  snowballs. 

4.  Shovel  paths  in  the  snow. 

5.  Jump  into  the  deep  snow  or  over  pile  of  snow. 

6.  Take  deep  breaths  and  blow  on  fingers  to  warm  them. 

MILITARY  IMITATIONS  (February). 

1.  March  to  the  parade  ground.      (Imitate   soldiers   carrying 
flags,  knapsacks,  beating  drums,  etc). 

187 


COURSE    OF    STUDY 


2.  Hoist  the  big  flag  on  field.     (Pull  down  from  above  the  head 

as  if  raising  heavy  flags). 
&  Drive  stakes  for  tents,  and  tie  tent    ropes.      (Swing   heavy 

sledges  to  drive  stakes,  then  stoop  to  tie  ropes). 

4.  Cavalry  drill.    (High-stepping  horses  and  galloping  horses— 

around  the  room  or  two  rows  around  one  row  of  seats). 

5.  Deep  breathing  to  raise  chests  like  soldiers.     (The  salute  to 

the  flag  may  be  introduced  if  desired). 

WASHING  (March). 

1.  Wash  clothes.     (Turn  up  seats  and  stand  in  spaces  between 

&eats  and  desks.    Lean  over  desks  and  rub  clothes  on  board- 
seat  in  front). 

2.  Wring  clothes. 

3.  Lift  basket  and  carry  it  out  to  the  yard.     (Walk  part   way 

around  the  room). 

4.  Stop  in  the  yard  to  hang  up  the  clothes. 

(1)  Stoop  to  lift  clothes  from  basket. 

(2)  Shake  clothes. 

(3)  Reach  high  up  to  hang  on  line. 

5.  Eun  in  with  empty  basket. 

6.  Deep  breathing  after  hard  work. 

TKIP  TO  THE  Zoo.     (March). 

1.  Go  into  the  bird  house  first.     (Fly  with  large  movement   of 

arms  imitating  wings). 

2.  Elephant  swinging  trunk.    (Clasp  hands  to  make  trunk.  Bend 

forward  and  swing  trunk  from  side  to  side,  and  occasionally 
toss  trunk  up  over  head.    Make  this  exercise  short). 

3.  Monkey  climbing. 

4.  Kangaroo — (hop  on  both  feet). 

5.  Owl — (take  deep  breath  and  make  very  low  sound    as    owl 

hooting). 

188 


PHYSICAL    EDUCATION — FIRST    GRADE 


BUILDING  A  HOUSE.     (April). 

1.  Pace  off  space  for  building.     (Walk  around  room  with  long 

steps  or  two  rows  walk  around  one  row  of  desks). 

2.  Dig  cellar.    (Shovel  dirt,  throwing  it  out  of  the  cellar,  first  on 

left  side,  then  on  right). 

3.  Lay  foundation.    (Lift  stones,  one  by  one,  and  pile  them  up, 

each  one  higher  than  the  preceding  one,  until  children  can 
reach  no  higher). 

4.  Climb  up  ladder  to  paint  house  when  it  is  finished.      (Step 

high,  reaching  up  hand  over  hand). 

5.  Deep  breathing. 

VISITING  A  FARM.     (April). 

1.  Drive  in  pony  cart  to  farm.    (Imitate  ponies  walking,  gallop- 

ing, trotting,  etc.) 

2.  Pump  water  from  well.    • 

3.  Climb  up  ladder  into  hay  loft.     (Lift  knees  high,  and  reach 

up  hand  over  hand). 

4.  Pitch  hay  down  into  stalls.     (Stoop  to  lift  heavy  fork  full 

each  time). 

5.  Jump  in  the  hay. 

6.  Take  deep  breath  to  smell  the  hay. 

FISHING.       (May). 

1.  Walk  to  the  lake  with  fish  pole  over  one  shoulder,  and  bas- 

ket over  the  other. 

2.  Dig  bait.     (Foot  on  shovel,  hands  on  handle;  first  left,  then 

right). 

3.  Eowing  out  to  good  fishing  place.     (Sit  on  desks  facing  back 

of  room). 

4.  Cast  line  into  water  and  pull  in.     (Eepeat  several  times  with 

the  right  hand  and  with  the  left). 

5.  Bow  back  to  shore. 

6.  Eun  home  with  fish. 

7.  Breathing. 

189 


COURSE    OF    STUDY 


CIKCUS.     (May). 
3.  Walk  to  car.    Step  high  on  car.    Eide  to  grounds. 

2.  Playing  in  the  band.    (Beating  drum,  playing  fife,  etc.) 

3.  Elephants  walking  and  swinging  their  trunks..    (Make  this 

exercise  short). 

4.  Waving  toy  balloons. 

5.  Prancing  horses.     (Teacher  stands  in  circle  and  snaps  whip 

to  make  horses  gallop,  trot,  run,  and  jump). 

6.  Bursting  the  paper  bag. 

AT  THE  SEA  SHORE    (June). 

1.  Eun  or  walk  along  the  shore  on  the  sand. 

2.  Throw  stones  out  to  sea.     (Stoop   to   pick   up    stones,   and 

throw  them  first  with  the  right  hand  and  then  with  the  left). 

3.  Swimming.     (Suitable  swimming  motions  of  arms). 

4.  Jump  over  waves.     (Join  hands  across  rows  of   seats,   and 

jump  high  when  the  teacher  claps  hands  to  signify  wave  is 
coming) . 

5.  Breathe  salt  air. 

SECOND  GEADE  B. 
LESSON  I. 

October — February. 

1.  Marching. 

2.  Hips— firm!  Position! 

3.  Hips — firm!    Heels — raise!    Heels — sink!    Repeat  in   10   counts — 

begin!  Position! 

4.  Arms  sideways — raise!  Sink! 

5.  Hips — firm !  Feet  apart — jump !    Trunk  forward — bend !  Raise !  Po- 

sition ! 

6.  Hips  —  firm!  Heels  —  raise!  Run    in    place  —  begin!   Class  —  halt! 

One!   Two!   Position! 

7.  Breathe  in!   Breathe  out!   Face  open  windows  for  breathing,  when 

possible. 

190 


PHYSICAL    EDUCATION— SECOND    GRADE    B 


LESSON  II. 

November — March. 

1.  Marching. 

2.  *To  left   (or  right) — point!    Position!    (Raise  arm  to  side;   after 

a  few  lessons  give  this  exercise  with  children  facing  side  and  back 
of  room.) 

3.  *Hips — firm!   Knees — bend!   Stretch!    Repeat  in  10  counts — begin! 

Position ! 

4.  Arms  sideways — raise!    *Hands — turn!    (Repeat  turning  of  hands 

10  counts — begin!   Arms — sink! 

5.  Hips— firm!  Feet  apart— jump !  Trunk  to  left— bend !  Raise!  Trunk 

to  right — bend!    Raise!     (3  times  to  each  side).    Position! 

6.  *Hips — firm !    Heels — raise !    Jump  on  toes  10  counts — begin !    Po- 

sition ! 

7.  *Hands  on  ribs  to  feel  breathing.    Breathe  in!   Out!   Position! 

(Note: — New  exercises  indicated  by  the  star  *). 

LESSON  III. 

December — April. 

1.  Marching. 

2.  *Hips — firm!     Feet — close!     Feet — open!     Arms  sideways — raise! 

Sink! 

3.  Hips — firm !  With  knee  upward  bending  mark  time — mark !   Class — 

halt!   One!   Two!   Position! 

4.  "Head  backward — bend!   Raise!    (Chin  down.) 

5.  *  Ready  for  rowing; — One!     (face   back  of  room),  Two!     (Sit  on 

desk),  Three!  (Grasp  oars).  Begin!  One*  (Pull  back  oars,  raising 
trunk  to  straight  sitting  position),  Two!  (Lean  forward  and  reach 
arms  forward).  Ready  to  stand!  One!  (Step  down  from  desk). 
Two  !  (Face  front  of  room) . 

6.  Run  around  room. 

7.  With  deep  breathing,  arms  sideways — raise!    Sink! 

191 


COURSE    OF    STUDY 


LESSON  IV. 

January — May. 

1.  Marching  and  skipping. 

2.  Review  exercise  2  in  any  preceding  lesson. 

3.  *Hips — firm!    Arms   sideways — fling!    Hips — firm!    Repeat   in   10 

counts — begin!   Position! 

4.  (a)  Hips— firm!  Feet  apart— jump !   Trunk  forward— bend!   Raise! 

Position ! 

(b)  Hips — firm!  Feet  apart — jump!  Trunk  sideways — bend!  Raise! 
Position ! 
(Use  exercises  a  and  b  alternately,  omitting  one  each  day.) 

5.  *Ready  to  jump  through  seats; — One!    (Place  hands  on  desk  and 

back  of  seat.)   Two!    (Bend  knees.)     Three!    (Jump  over.) 

6.  Breathing.     (Hands  stretched  down  at  sides.) 

STORY  PLAYS. 
BASEBALL. 

October — May. 

1.  Walk  to  the  ball  grounds  with  band  playing. 

2.  Pitch  the  ball — (teacher  catches  it  and  throws  it  back.) 

3.  Catch  the   ball — (teacher  pitches  ball   and  pupils   catch.     If  the 

teacher  says  the  ball  is  high,  pupils  reach  up  to  catch  it.    If  low, 
pupils  stoop  to  catch  it.) 

4.  Bat  the  ball — (pupils  bat  the  ball  as  teacher  throws  it.) 

5.  Making  home  run — (run  around  room.) 

6.  Breathing. 

SAILORS. 

November — April. 

1.  Row  out  to  the  big  boat.     (Sit  on  the  desks,  facing  back  of  room; 

bend  forward  and  grasp  oars — One!    Pull  back — Two!) 

2.  Climb  rope  ladder  to  deck  of  ship. 

3.  Lift  anchor  of  ship.     (Reach  over  desks  and  pull.) 

4.  Raising  sail  (or  flag). 

192 


PHYSICAL,   EDUCATION — SECOND    GRADE    A 


5.  Sailors'  Dance.     (Hop  twice  on  left  foot,  raising  right  backward. 

Hop  twice  on  right  foot,  raising  left  backward.) 

6.  Breathing  salt  air. 

IN  A  GYMNASIUM. 

December — March. 

1.  20- Yard  Dash.      (Each  row  runs  around  room  once  and  stops  at 

places.) 

2.  Climbing  rope  ladders. 

3.  Bend  forward — try  to  touch  floor  with  finger  tips  without  bending 

knees — then  straighten  up  and  reach  high. 

4.  Vaulting  gymnasium  horse — (vaulting  over  seats.) 

5.  Breathing. 

WINTER  SPORT. 
January — February. 

1.  Wade  through  deep  snow — (walk  around  room  stepping  high  as  if 

the  snow  were  deep.) 

2.  Warming  up — (swing  the   arms  vigorously,   slapping  them  across 

the  body  as  drivers  do  in  cold  weather.) 

3.  Throw  snowballs. 

4.  Shovel  paths  in  the  snow. 

5.  Jump  into  the  deep  snow  or  over  pile  of  snow. 

6.  Take  deep  breaths  and  blow  on  fingers  to  warm  them. 

SECOND  GRADE  A. 
LESSON  I. 

October — February. 

1.  Marching. 

2.  Hips — firm!    Position!    Feet — close!    Feet  open! 

3.  Head  backward — bend !  Raise ! 

4.  *Arms   sideways — raise !     Shake   hands   10   times — begin !    Arms — 

sink !   Arms  upward — raise !   Shake  hands  10  times — begin !   Arms 
sink! 

193 


COURSE    OP    STUDY 


5.  Hips — firm!  Feet    apart — jump!     Trunk    forward — bend!     Raise! 

Position ! 

6.  Hips — firm!  Knees — bend!    Stretch!    Repeat  in  10  counts — begin! 

Position ! 

7.  Breathing. 

LESSON  II. 

October — February. 

1.  Marching  and  skipping. 

2.  Hips — firm!   Arms  sideways— fling !   Hips — firm!    Position! 

3.  *Arms  upward — bend!    Arms  downward — stretch!    (Elbows  drawn 

tightly  to  sidesi,  hands  outside  of  shoulders.) 

4.  Hips — firm!    Feet  apart — jump!    Trunk  to  left — twist!    Forward — 

twist!   To  right — twist!   Forward— twist !    (Repeat  three  times  to 
each  side.)    Position ! 

5.  Hips — firm!    Heels — raise!    Jump   on   toes   10  times — begin!     Po- 

sition ! 

6.  With  deep  breathing  arms  sideways — raise!   Sink! 

LESSON  III. 

November — March/ 

1.  Marching. 

2.  To  left  (or  right)— point!   Position!    (Face  class  to  side  or  back  of 

room  occasionally  for  this  exercise.) 

3.  Hips — firm!     Heels — raise!     Sink!     Repeat    in    10    counts — begin! 

Position ! 

4.  *Arms    upward— bend!     Sideways— stretch !    Arms— bend!     Arms 

downward — stretch ! 

5.  (a)  Hips — firm !  Feet  apart — jump !   Trunk  forward — bend !   Raise ! 

Position ! 

(b)  Hips — firm!       Feet     apart — jump!      Trunk     sideways — bend! 
Raise !    Position ! 
(Use  a  and  b  alternately,  omitting  one  of  the  two  each  day.) 

6.  Skipping  around  the  room. 

7.  Breathing. 

194 


PHYSICAL   EDUCATION— SECOND    GRADE    A 


LESSON  IV. 

November — March 

1.  Marching  and  skipping. 

• 

2.  Use  any  preceding  exercise  in  this  group. 

3.  Arms  upward — bend!    Arms  upward — stretch!     (Heads   up,   arms 

straight.) 

4.  Ready  for  rowing.     One!    (Turn  to  back  of  room),  Two!     (Sit  on 

desks),  Three!  (Grasp  oars  in  position  for  rowing.)  Row!  One! 
(Pull  back,  raising  trunk  to  straight  sitting  position.)  Two! 
(Lean  forward,  reach  forward.)  Ready  to  stand — one!  (Stand), 
Two!  (Turn  to  face  front  of  room.) 

5.  Hips — firm !  Heels — raise !    Running  in  place — begin !    Class — halt ! 

One !     Two !     Position ! 

6.  With  deep  breathing — arms  sideways — raise!  Sink! 

LESSON  V. 

December — April. 

1.  Marching. 

2.  *Hips — firm!    Left   (or  right)   foot  forward — point!    Foot-replace! 

3.  Hips — firm!    Heels — raise!   Sink!   Repeat  in  10  counts — begin!   Po- 

sition ! 

4.  Arms  sideways — raise!    Hands — turn!    Return!    Position! 

5.  (a)  Hips — firm !  Feet  apart — jump !   Trunk  forward — bend !  Raise ! 

Position ! 

(b)  Hips — firm!    Feet  apart — jump!    Trunk  to  left — bend!    Raise! 
Position ! 
(Use  a  and  b  on  alternate  days.) 

6.  Vaulting  over  seats.     (See  exercises  5,  Lesson  4,  Second  Grade  B.) 

7.  Breathing. 

LESSOR  VI. 

December — April. 

1.  Marching. 

2.  Hips — firm !  Feet — close !   Feet — open !  Repeat  in  10  counts — begin ! 

Position ! 

195 


COURSE    OF    STUDY 


3.  Heads  backward — bend!   Raise! 

4.  Anns  sideways — fling!    Hips — firm!    Trunk  forward — bend!  Raise! 

5.  *Hips — firm!   Run  in  place,  hopping  on  each  step — begin!    Class- 

halt!    One!    Two!    Position! 

6.  Breathing. 

LESSON  VII. 

January — May. 

1.  Marching. 

2.  Hips — firm!    Position!    Arms  upward — bend!    Downward — stretch! 

Feet — close !   Feet — open ! 

3.  Hips — firm !    Heels — raise !    Heels — sink !    Repeat  in  10  counts — be- 

gin! Position! 

4.  *Head— firm!   Position! 

5.  Hips — firm!    Feet   apart — jump!     Trunk!  forward — bend!    Raise! 

Position ! 

6.  *Hips — firm!    Alternate  knee  upward  bending — begin!    Stop!    Po- 

sition ! 

7.  Breathing. 

LESSON  Ylll. 

January — May. 

1.  Marching. 

2.  Hips— firm!   Left  (or  right)  foot  forward— point !   Position!   Arms 
sideways — fling!   Head — firm!   Position! 

3.  Hips — firm!    Knees — bend!    Stretch!    Repeat  in  10  counts — begin! 

Position ! 

4.  Arms  upward — bend !  Arms  upward — stretch !  Arms — bend !  Down- 

ward— stretch ! 

5.  Hips — firm!    Feet  apart — jump!    Trunk  to  left   (or  right) — bend! 

Raise!    Position! 

6.  Vaulting  over  seats.    (See  Exercises  5,  Lesson  4,  Second  Grade  B.) 

7.  Breathing. 

196 


PHYSICAL  EDUCATION — THIRD  GRADE  B 


ACTIVE  GAMES. 

Schoolroom.  Playground  or  Assembly  Hall. 

Cat  and  Eat.  Squirrel  and  Nut. 

Slap  Jack.  Crossing  the  Brook. 

Garden  Scamp.  Squirrels  in  Trees. 

Squirrels  in  Trees.  *  Going  to  Jerusalem  (a). 

Crossing  the  Brook.  *Bean  Bag  on  Circles  Eace. 

Hill  Dill.  *Teacher  and  Class. 

*  Witch  and  Her  Jars.  *Eed  Lion  (a). 

*Eed  Lion  (a).  *12  o'clock  at  Night  (a). 

Cat  and  Mice  (b). 

SENSE  TKAINING  GAMES. 

*Huckle,  Buckle,  Bean  Stalk. 

Jacob  and  Eachel. 

Blind  Man. 
*Belled  Cat. 

SINGING  GAMES. 

*0ats,  Peas,  Beans  and  Barley  Grow. 
*Lads  and  Lassies. 
*Looby  Loo. 
^London  Bridge. 

Note. — Teachers  may  review  games  used  in  any  of  the  pre- 
ceding grades,  but  are  requested  not  to  use  any  games  found 
only  in  outlines  for  the  higher  grades. 

THIED  GEADE  B. 
LESSON  I. 

October — February. 

1.  Hips— firm!    Feel^-close!    Feet — open!    Position! 

2.  Hips — firm!    Heels — raise!    Heels — sink!    Repeat  in  10  counts — be- 

gin !   Position ! 

3.  Arms  Sideways — raise!    Hands — turn!    Return!    Arms — sink! 

4.  Hips — firm!    Trunk  forward — bend!    Raise!    Position! 

5.  Hips — firm!    Jump  on  toes  10  times — begin!    Position! 

197 


COURSE    OF    STUDY 


6.  Breathing.     (Face  open  windows  for  breathing  when  possible.) 

LESSON  II. 

October — February. 

1.  *To  the  left^-turn!    To  the  righ^-turn! 

2.  Hips — firm!   Feet  apart — jump!    Feet  together — jump!    Position! 

3.  Arms  upward — bend!    Downward — stretch! 

4.  Hips — firm!    Feet  apart — jump!    Trunk  to  left   (or  right)   bend! 

Trunk — raise!    Feet  together — jump!    Position! 

5.  Hips — firm ! !  Heels — raise !  Run  in  place — begin !  Class — halt !  One ! 

Two!    Position! 

6.  Arms  raising  sideways,  with  deep  breathing.    One !   Two ! 

LESSON  III. 

November — March. 

1.  Hips — firm!  Position!   Arms  sideways — fling!   Position! 

2.  Hips — firm!   Knees — bend!   Knees — stretch!   Repeat  in  10  counts — 

begin !   Position ! 

3.  Arms  upward — bend!    Arms  sideways — stretch!    Arms — bend!  Po- 

sition ! 

4.. Hips— firm!    Feet    apart— jump !    Trunk    forward— bend !    Raise! 
Feet  together — jump  !    Position ! 

5.  Hips — firm !  Run  in  place,  hopping  on  every  step — begin !    Stop ! 

Position ! 

6.  Deep  breathing. 

LESSON  IV. 

November — March. 

1.  Hips — firm!     Feet — close!     Position! 

2.  Hips — firm!   With  knee  bending  upward,  mark  time — mark!    Class 

—halt!  One!  Two!   Position! 

3.  Head  backward — bend!  Raise! 

4.  Rowing.     Position  for  rowing — One!     (face  rear  of  room),   Two! 

(sit  on  desks),  Three!  (grasp  oars) — row!   One!    (bend  forward), 
Two!    (pull  back). 

198 


PHYSICAL  EDUCATION — THIRD   GRADE  B 


5.  Hips — firm!   Jump  on  toes  10  counts — begin!   Position! 

6.  With  deep  breathing,  arms  sideways — raise!   Sink! 

LESSON  V. 

December — April. 

1.  To  left— turn!   To  right— turn! 

2.  Hips — firm!   Feet  apart — jump!    Heels — raise!   Sink!   Repeat  in  10 

counts — begin!    Feet  together — jump!    Position! 

3.  "Arms  sideways,  upward — raise!   Sideways,  downward — sink! 

4.  Hips — firm!   Trunk  forward — bend!   Raise!   Position! 

fOne !    (place  hand  on  desk  and  back  of  seat.) 

5.  Vaulting  over  seats — .{Two!    (bend  knees.) 

[Three!    (jump.) 

6.  Deep  breathing. 

LESSON  VI. 

December — April. 

1.  Feet — close!    Feet — open! 

2.  *Arms  sideways  and  heels — raise!    Arms  and  heels — sink!    Repeat 

in  10  counts — begin! 

3.  Hips — firm!    Head  backward — bend!    Raise!    Position! 

4.  (a)  Hips — firm!    Trunk  forward — bend!    Raise!    Position! 

(b)  Hips — firm!  Trunk  to  left  (or  right)  bend!    Raise!    Position! 
(Use  a  and  b  alternately,  using  one  each  day.) 

5.  *Hips — firm!   Heel  and  Toe  Polka — begin!   Stop!    Position! 

6.  Deep  breathing. 

LESSON  VII. 

January — May. 

1.  Hips — firm!    Arms  upward — bend!    Hips — firm!    Position! 

2.  *Hips — firm!    Alternate  toe  raising — begin!    (count  One!    Two!  or 

Left!    Right!)— Class— halt!    One!    Two!   Position! 

3.  Head— firm!   Position! 

4.  Hips — firm!    Trunk  forward — bend!    Raise!    Position!    (Repeat  all 

of  this,  using  four  counts.) 

199 


COURSE    OP    STUDY 


5.  Vaulting  over  seats. 

6.  With  deep  breathing,  arms  sideways — raise!    Sink! 

LESSON  VIII. 

January — May. 

1.  Use  any  preceding  exercise  in  this  group. 

2.  Hips — firm!    Knees — bend!    Stretch!    Repeat  in  10  counts — begin! 

Stop!   Position! 

3.  Arms  upward— bend!   Upward— stretch !   Bend!    Position! 

4.  Position  for   rowing — One!     (face   rear   of  room),    Two!     (sit    on 

desks),   Three!    (grasp  oars),  Row!   One!    (Bend  forward),  Two! 
(pull  back.) 

5.  Hips — firm!    Run  in  place  hopping  on  each  foot — begin!    Stop! 

Position ! 

6.  Hips — firm!    Breathe  in!    Breathe  out!    Position! 

THIRD  GRADE  A. 
LESSON  I. 

October — February. 

1.  Feet — close!   Feet — open!    Arms  sideways — fling!   Sink! 

2.  Mark  time — mark!    Class — halt!    One!    Two! 

3.  Head— firm!   Position!    (Head  and  elbows  back.) 

4.  (a)  Hips — firm!    Trunk  forward — bend!    Raise!    Position! 

(b)  Hips— firm!   Trunk  to  left  (or  right)— bend!   Raise!   Position! 
(Use  a  and  b  alternately,  using  one  each  day.) 

5.  Hips — firm-!  Jump  in  place  in  10  counts — begin!    Stop!    Position! 

6.  With  deep  breathing,  arms  sideways — raise!   Sink! 

LESSON  II. 

October — February. 

1.  To  the  right — turn!    To  the  left— turn! 

2.  Arms  sideways  and  heels— raise!    Arms  and  heels— sink!    Repeat 
in  ID  counts — begin! 

200 


PHYSICAL  EDUCATION — THIRD   GRADE  A 


3.  Hips — firm!    Head  backward — bend!    Raise!    Position! 

4.  Hips — firm!    Trunk  forward — bend!    Raise!    Position!    Repeat  all 

of  this  four  counts, 

5.  Vaulting  over  seats. 

6.  Deep  breathing. 

LESSON  III. 

November — March. 

1.  Hips— firm!    Head  to   left— twist!     Forward— twist !     To    rights- 

twist  !    Forward — twist !    Position ! 

2.  Hips — firm!   Feet — close!    Open!    Repeat  in  10  counts — begin!   Po- 

sition ! 

3.  Arms  upward — bend!    Sideways — stretch!   Bend!   Position! 

4.  Position  for  rowing:     One!     (face  rear  of  room),  Two!      (sit  on 

desks),  Three!   (grasp  oars).    Row — One!   (bend  forward),  Two! 
(pull  back.) 

5.  Hips — firm!   Heel  and  Toe  Polka!    Begin!    Stop!    Position! 

6.  Hips — firm!    Breathe  in!    Breathe  out!    Position! 

LESSON  IV. 
November — March. 

1.  Arms   sideways — fling!    Hips — firm!    Arms   Sideways — fling!    Po- 

sition! 

2.  Hips — firm!   With  knee  bending  upward,  mark  time — mark!    Class 

— halt!    One!    Two!    Position! 

3.  Head— firm!   Position! 

4.  Hips — firm!     Feet    apart — jump!     Trunk    forward — bend!     Raise! 

Arms   sideways — fling!    Hips — firm!    Feet  together — jump!    Po- 
sition ! 

5.  Hips — firm !    Heels — raise !    Spring  jump  on  10  counts — begin !    Po- 

sition. 

6.  *Deep  breathing  with  outward  turning  of  hands — one!    Two! 

201 


COURSE    OP    STUDY 


LESSON  V. 
December — April. 

1.  Hips — firm!    Head  to  left  (or  right) — twist!    Forward — twist!    Po- 

sition ! 

2.  B|ips — firm!     Heels — raise!     Sink!     Repeat   in   10   counts — begin! 

Position ! 

3.  Arms  sideways — raise  !  Hands — turn !    Return !    Arms  downward — 

sink! 

4.  Hips — firm!    Feet  apart — Jump!    Trunk  to  left  (or  right) — bend! 

Raise !    Position ! 

5.  Hips— firm!    Run  in  place— begin!    Class— halt!     One!    Two!    Po- 

sition ! 

6.  Deep  breathing. 

LESSON  VI. 

December — April. 

1.  Hips — firm!    Arms  sideways — fling!    Hips — firm!    Arms  upward — 
bend!   Position! 

2.  *Hips — firm!   Feet  sideways — place!    (In  two  counts,  left  first,  then 

right.)     Feet  together— place !    (Left!    Right!)    Position. 
(Second  Week:) 

Hips — firm !    Feet  sideways — place !    Heel  raising  in  10  counts — be- 
gin!   Feet  together— place !    (Left!    Right!)    Position. 

3.  Arms     upward — bend!      Upward — stretch!      Bend!      Downward- 

stretch  ! 

4.  Hips — firm!    Feet    sideways — place!     Trunk   to   left — twist!     For- 

ward— twist!    To  right — twist!    Forward — twist!    Position! 

5.  Hips— firm!    Jump  on  toes  in  10  counts — begin!    Position! 

6.  With  deep  breathing  arms  sideways — raise!    Sink! 

LESSON  VII. 

January — May. 

1.  Hips — firm!     Feet — close!      Feet — open!      Arms     sideways — fling! 
Sink! 


PHYSICAL  EDUCATION — THIRD  GRADE  A 


2.  Hips — firm!    Knees — bend!    Stretch!    Repeat  in  10  counts — begin! 

Position ! 

3.  Head — firm!    Position! 

4.  Hips — firm!    Trunk  forward— bend !    Raise!    Position!    Repeat  in 

four  counts. 

5.  Vaulting  over  seats. 

6.  Deep  breathing. 

LESSON  VIII. 

January — May. 

1.  To  left — turn!    To  right — turn!    (Use  familiar  arm  exercises  also.) 

2.  Arms  sideways  and  heels — raise!   Arms  and  heels — sink!   Repeat  in 

10  counts — begin! 

3.  Head  backward — bend!    Raise! 

4.  Rowing. 

5.  Hips — firm!    Run  in  place,  hopping  on  each  foot — begin!    Class — 

halt!    One!    Two!    Position! 

6.  *0utward  turning  of  hands  with  deep  breathing— One !    Two ! 

ACTIVE  GAMES. 

Playground  or  Assembly  Hall.          Schoolroom. 

Cat  and  Eat.  Token  Tag. 

"Birds,  "Exchange  Tag. 
*The  Miller  is  Without.  12  O'clock  at  Night. 

*New  York.  Going  to  Jerusalem. 

*EollBall  (a).  *I  Say  Stoop. 

"Center  Base.  "Ducks  Fly. 

*Stone.  "Teacher  and  Class  Eelay. 

*Last  Couple  Out  (a).  *No.  14  Eelay. 

"Circle  Call  Ball.  "Five  Geese  in  a  Flock  (a). 

"Jolly  Miller.  "Catch  Basket. 

"Eelay  Eace.  "Cat  and  Eat. 

12  O'clock  at  Night. 

203 


COURSE    OF    STUDY 


SENSE  TKAINING  GAMES. 

*Have  You  Seen  My  Sheep? 
*  Spool  Garden. 
Huckle,  Buckle,  Bean  Stalk. 

Note. — Teachers  may  review  games  in  any  of  the  preceding 
grades,  but  are  requested  not  to  use  any  games  found  only  in 
outlines  for  the  higher  grades. 

FOURTH  GEADE  B. 
LESSON  I. 

October — February. 

1.  Hips — firm!   Position!   Arms  upward — bend!    Position!   Hips — firm 

and  feet — close!  Position! 

2.  Arms  sideways  and  heels — raise!  Arms  and  heels — sink!  Repeat  in 

10  counts — begin! 

3.  With    deep    breathing,    head    backward  —  bend!     Raise!     (Arms 

stretched  down.) 

4.  *Hips — firm!  Heels — raise!  Knees — bend!  Knees — stretch!  Heels — 

sink!   Position! 

5.  Arms  upward — bend!  Trunk  forward — bend!  Raise!   Position! 

6.  Hips — firm;  Heels — raise!  Run  in  place — begin!    Class — halt!   One; 

Two!  Position! 

7.  (Face  windows.) — Breathe  in!    Breathe  out! 

LESSON  II. 

October — February. 

1.  To    lefWturn!     To    rights-turn!     Head— firm!     Hips— firm!     Po- 

sition! 

2.  Hips — firm!   Knees — bend!   Knees — stretch!    Repeat  in  10  counts- 

begin!    Position! 

3.  Arms   sideways — raise!    Arm  rotation — One!     Two!    Arms — sink! 

4.  *Hips— firm!   Left  (or  right)  Knee  Upward— bend!   Foot — replace! 

Position ! 

5.  Hips — firm!    Feet  apart — jump!    Trunk  to  left   (or  right) — bend! 

Raise !    Position ! 

204 


PHYSICAL  EDUCATION — FOURTH  GRADE  B 


6.  Vault  over  seats — One!    (Place  hands  on  desk  and  back  of  seat), 

Two  (bend  knees),  Three!    (Jump). 

7.  Deep  breathing. 

LESSON  III. 

November — March. 

1.  Feet — close!    Feet — open!  Arms  sideways — raise!    Arms  upward — 

bend!   Position! 

2.  Hips — firm!   Alternate  knee  upward  bending!  in  rhythm — begin! 

Class— halt!    One   Two!    Position! 

3.  Head— firm!  Position! 

4.  Heels — raise!    Arms   sideways — raise!   Arms — sinkT    Heels — sink! 

5.  Hips  firm  and  feet — close !    Trunk  forward — bend !   Raise !  Position ! 

6.  Hips — firm !  Jump  on  toes  10  counts — begin !  Position ! 

7.  Deep  breathing  with  turning  of  hands — One !  Two ! 

LESSON  IV. 

November — March. 

1.  *0ne  step  forward — march!   Head — firm!  Hips — firm!  Position! 

2.  Hips — firm!    Heels — raise!    Heels — sink!   Repeat  in  10  counts — be- 

gin !    Position ! 

3.  First   week.     Arms    upward — bend!    Sideways — stretch!     Arms- 
bend  !    Downward — stretch ! 

*Second  week.    Arms  sideways — stretch!  One!  Two!  Arms  down- 
ward— stretch !    One !    Two ! 

4.  *Hips — firm!    Left  (or  right)  leg  forward — raise!    Sink!    Position! 

5.  Feet   sideways— place !    Trunk   forward— bend !     Raise!     (Keeping 

arms  straight  and  close  to  side  during  whole  exercise.)    Position ! 

6.  Hips — firm.'Heels — raise!    Knees — bend!    Knees — stretch!     Heels- 

sink!  Repeat  in  rhythm — begin!  Stop!  Position! 

7.  Arm  raising  sideways  with  deep  breathing,    One!    Two! 

LESSON  V. 

December — April. 

1.  Arms  sideways — raise!  Hips — firm!  Feet  sideways — place!  Feet  to- 

gether— place !  Position ! 

2.  Hips — firm!   Knees — bend!   Knees — stretch!   Repeat  in  10  counts— 

205 


COURSE    OF    STUDY 


begin !    Position ! 

3.  *Arms  forward — bend !  Position ! 

4.  Hips— firm!   Heels— raise!    Head— firm!    Hips— firm!    Heels— Sink! 

Position ! 

5.  Head— firm!    Feet— close !     Trunk  to  left  (or  right)— twist!     For- 

ward— twist !   Position ! 

6.  Hips — firm!   Heels — raise!   Run  around  room.    Position! 

7.  (Pace  windows)— With    deep    breathing,    head    backward— bend ! 

Raise ! 

LESSON  VI. 
December — April. 

1.  To  left  (or  right) — turn!  One  step  to  left  (or  right) — march! 

2.  Hips  firm  and  feet — close!    Arms  sideways  fling  and  feet — open! 

Repeat  in  10  counts — begin !  Position ! 

3.  (First  week.)  Arms  upward — bend!  Arms  upward — stretch!   (Sec- 

ond week.)     Arms  upward — stretch!     One!    Two!     Arms  down- 
ward— stretch !    One !    Two ! 

4.  *Hips — firm!     Heels — raise!     Slow  march  forward  on  counts  One, 

Two,  etc.    Position! 

5.  Arms  sideways — fling!    Hips — firm!   Trunk  forward — bend!    Raise! 

Position ! 

6.  Hips— firm !  Heels— raise !  Run  in  place  hopping  on  every  step— be- 

gin! Stop!  Position! 

7.  Deep  breathing,  turning  palms  out — One!  Two! 

LESSON  VII. 

January — May 

1.  Head — firm!     Arms   sideways — fling!     Hips — firm!     Heels — raise! 

Heels — sink !  Position ! 

2.  Hips — firm!    Heels — raise!  Knees — bend!  Knees — stretch!    Heels — 

sink!    Repeat  in  rhythm — begin!  Stop!  Position! 

3.  *Arms  forward — bend!  Sideways — fling!    Bend!  Position! 

4.  Hips — firm!    Left   (or  right)   knee  upward — bend!    Foot  replace! 

Position ! 

5.  Arms  upward — bend!  Trunk  forward — bend!  Raise!  Position! 

(Repeat  whole  exercise.) 

206 


PHYSICAL  EDUCATION— FOURTH  GRADE  A 


6.  Vaulting  over  seats.     (See  Exercise  6,  Lesson  II.) 

7.  Deep  breathing. 

LESSON  VIII. 
January — May 

1.  Hips  firm  and  feet  close!  Position!  Head  firm  and  feet— close!  Po- 

sition ! 

2.  Hips — firm!  Alternate  knee  upward  bending — begin!   Stop!  Posi- 

tion! 

3.  *Arms  upward — stretch  !  Arm  parting ; — One !  Two !     Arms  down- 

ward— stretch ! 

4.  Head  firm  and  feet  apart — jump!  Heels — raise!  Sink!  Position! 

5.  (a)  Hips — firm!  Trunk  forward — bend!  Raise!  Position! 

(b)  Hips— firm!  Trunk  to  left  (or  right)— bend!  Raise!  Position! 
.  (Use  a  and  b  on  alternate  days.) 

6.  Hips — firm!  Heels — raise!  Run  around  room.     Position! 

7.  Face  windows.    Deep  breathing,  head  backward — bend !  Raise ! 

FOURTH  GRADE  A. 

LESSON  I. 
October — February 

1.  Hips— firm!  Head— .firm!  Position!  One  step  forward— march !  One 

step  backward — march! 

2.  Hips — firm!  Feet  close!  Feet  open!     Repeat  in  10  counts Begin! 

Position ! 

3.  Arms  forward — bend!   Arms  sideways — fling!  Bend!  Position! 

4.  Hips — firm!  Left   (or  right)   knee  upward — bend!   Foot — replace! 

Position ! 

5.  Arms  sideways — fling!  Hips — firm!  Trunk  forward — bend!  Raise! 

(Repeat  whole  exercise.) 

6.  Hips — firm !  Heels — raise  !    Knees — bend !    Knees  stretch !    Heels 

sink!    Repeat  in  rhythm — Begin!    Stop!   Position! 

7.  Breathe  in !    Breathe  out ! 

LESSON  II. 
October — February 

1.  Arms  upward — bend!     Head — firm!     Hips — firm!     Left  (or  right) 
foot  sideways — place !  Foot  replace !  Position ! 

207 


COURSE    OF    STUDY 


2.  Arms  sideways  and  heels — raise!   Arms  and  heels — sink! 

Repeat  in  10  counts,    Begin. 

3.  Hips — firm!    With  deep  breathing,  head  backward — bend!  Raise! 

Position ! 

4.  Hips — firm!   Left  (or  right)  foot  sideways — raise!  sink!   Position! 

5.  Arms  upward  bend  and  feet  apart — jump !    Trunk  to  left — twist ! 

forward — twist!  to  right — twist!  forward — twist!  Position! 

6.  Hips — firm !  Heels — raise !  Running  in  place,  hopping  once  on  every 

step — Begin!  Class — halt!   One!    Two!    Position! 

7.  Deep  breathing,  turning  hands  outward — One!    Two! 

LESSON  III. 

November — March 

1.  Arms  forward — bend!    Position!    Feet — close!    Feet — open! 

Arms  sideways — fling!    Position! 

2.  *Hips — firm!  Left  foot  sideways — place!  Foot — replace  (Same  with 

right.)     Repeat  alternating    left    and  right  in  rhythm — Begin! 
Stop!   Position! 

3.  *Arms  forward — upward — raise!    Sink! 

4.  Heels — raise!    Hips — firm!    Head — firm!    Hips  firm!    Head — firm! 

Position ! 

5.  Arms  upward — bend!    Trunk  forward — bend!    Raise!     Position! 

(Repeat  whole  exercise.) 

6.  Hips — firm!    Heels — raise!    Jump  on  toes  10  times — Begin!  Posi- 

tion! 

7.  Breathe  in!    Out! 

LESSON  IV. 

November — March 

1.  *Left — face!  (On  word  left  raise  toe  of  left  foot  and  heel  of  right. 

On  command  face,  swing  quarter  circle  to  left  on  left  heel.)   Two! 
(Bring  right  foot  to  left.) 
Right— face!    Two! 

2.  Hips — firm!    Knees — bend!    Stretch!    Repeat  in  10  counts — begin! 

Position ! 

3.  *  Arms  sideways  iand  downward — stretch!    (One!  Arms  bend.  Two! 

Arms  sideways — stretch.  Three !  Arms — bend.  Four !  Arms  down- 
ward— stretch.) 

208 


PHYSICAL  EDUCATION — FOURTH  GRADE  A 


4.  Arms  sideways  and  heels — raise !   Slow  march  forward  on  counts — 

One!  Two!  etc.    Position! 

5.  Hips  firm  and  feet  close!    Trunk  to  left — bend!    Raise!  to  right — 

bend!  Raise!  Position! 

6.  Hips — firm  !  Heels — raise  !   Jump  on  toes  10  times — begin !  Position ! 

7.  With  deep  breathing,  arm  sideways — raise!  sink! 

LESSON  V. 

December — April. 

1.  Hips — firm!     Arms   sideways — fling!    Head — firm!   Position!     One 

step  forward — march!    One  step  backward — march! 

2.  Hips — firm !  Left  foot  forward — place !  Replace !   (Same  with  right.) 

Repeat  in  rhythm,  alternating  left  and  right — begin!  Stop!    Po- 
sition ! 

3.  *Arm  circumduction — One!     (Raise  arms  forward  upward),  Two! 

(Lower  arms  sideways  to  shoulder  level  with  palms  up),  Three! 
(Turn  palms  downward  and  lower  arms  to  position.) 

4.  Hips — firm 'Left  (or  right)  foot  sideways — raise!  Sink!    Position! 

5.  "Arms  sideways — raise!  Trunk  forward — bend!   Trunk — raise!  Po- 

sition!   (Repeat  whole  exercise.) 

6.  Hips — firm!   Heels — raise!   Knees — bend!   Knees — stretch!   Heels — 

sink !  Repeat  in  rhythm — begin !   Stop !  Position ! 

7.  Breathe  in!   Breathe  out! 

LESSON  VI. 
December — April. 

1.  "Hips  firm  and  feet  sideways — place!   Hands  position  and  feet  to-< 

gether!  Place!  Left  face!  Right— face! 

2.  Hips — firm!    Arms  sideways  fling  and  heels — raise!    Hips  firm  and 

heels — sink !  Repeat  in  10  counts — begin !  Position ! 

3.  Head— firm!    Position! 

4.  *Hips — firm!   Left  (or  right)  knee  upward — bend!    Knee — stretch! 

Knee — bend !    Foot — replace !    Position ! 

5.  Arms  upward  bend  and  feet  apart — jump !     Trunk  to  left — twist ! 

Forward — twist!     (Repeat  to  right)  Position! 

209 


COURSE    OF    STUDY 


6.  Hips — firm !  Running  in  place,  hopping  on  every  step — begin !  Class 

— halt!     One!    Two!   Position! 

7.  With  deep  breathing,  hands  outward — turn!    Return! 

LESSON  VII. 

January — May. 

1.  Arms  upward — bend!    Position!    Arms  forward — bend!    Position! 

Hips  firm  and  left  foot  forward — place!   Hands  position  and  foot 
— replace    (Same  with  right  foot.) 

2.  Hips — firm!    Alternate  knee  bending  upward    in    rhythm — begin! 

Class — halt!    One!   Two!    Position! 

3.  Arms  sideways  and  upward — stretch!    (See  Lesson  IV,  Exercise  3.) 

4.  Hips  firm!    Heels — raise!    Head — firm]    Hips — firm!    Head — firm! 

Hips — firm !    Position ! 

5.  Arms    upward — bend!     Trunk   forward — bend!     Raise!     Position! 

(Repeiat  whole  exercise.) 

6.  *Hips — firm !  Free  jump  in  place  in  six  counts — One!  (Heels — raise), 

Two!    (Knees — bend),    Three!    Four!    (Jump),    Five!    (Knees — 
stretch),  Six!   Heels — sink).  Position! 

7.  Breathe  in!   Out! 

LESSON  VIII. 

January — May. 

1.  (Review  any  of  the  preceding  exercises  in  this  group.) 

2.  Hips — firm!  Heels — raise!   Knees — bend!    Knees — stretch!    Heels- 

sink  !  Repeat  in  rhythm — begin !  Stop !  Position ! 

3.  Arms  upward — stretch!     Arm   parting — One!    Two!     Arms    down- 

ward— stretch ! 

4.  Hips — firm!    Left   (or  right)  knee  upward — bend!    Knee  stretch! 

Knee — bend !    Foot — replace !    Position ! 

5  Head — firm !  Feet  close !  Trunk  to  left — twist !  Forward — twist !   To 
right — twist!   Forward — twist!  Position! 

6.  Hips — firm!    Jump  on  toes  10  times — begin!    Position! 

7.  Arm  raising  sideways  with  deep  bre/athing — One!   Two! 

210 


PHYSICAL    EDUCATION — FIFTH    GRADE    B 


ACTIVE  GAMES. 
Playground  or  Assembly  Hall.          Schoolroom. 

Last  Couple  Out.  12  O'clock  at  Night. 

Roll  Ball.  *Seat  Tag. 

*Three  Deep.  *Bean  Bag  Backward. 

Center  Call  Ball.  *Time  Ball. 

Center  Base.  *A11  Up. 
*Time  Ball.  Teacher  and  Class  Eelay. 

*A11  Up.  No.  14  Eelay. 

*  Steeple  Chase.  *No.  14  Relay  with  Captain  (a). 

Teacher  and  Class  Eelay.  Catch  Basket. 

No.  14  Eelay.  *Zig  Zag  Ball  (a). 

SENSE  TRAINING  GAMES. 

Hide  the  Thimble. 
^Observation. 

*Blind  Man's  Buff  with  a  Wand. 
*  Animal  Blind  Man's  Buff. 

Note. — Teachers  may  review  games  used  in  any  of  the  pre- 
ceding grades,  but  are  requested  not  to  use  any  games  found 
only  in  the  outlines  for  the  higher  grades. 

FIFTH.  GRADE  B. 

LESSON  I. 
October — February 

1.  Hips  firm  and  feet — close!  Position!   Arms  upward  bend  and  feet — 

close — Position ! 

2.  Hips — firm !    Alternate    knee    upward    bending    in    series — begin ! 

Class — halt!    One!    Two!    Position! 

3.  *Hips — firm!    Head  backward — bend!   Head  upward — raise!   Head 

—firm!   Head  backward— bend!   Raise!   Position! 

4.  Hips — firm!   Heels — raise!   Knees — bend!   Knees — stretch!   Heels — 

sink !   Position ! 

5.  Arms  sideways— fling !    Hips— firm!    Trunk  forward— bend !  Raise! 

6.  Hips — firm !    Heels — raise  !   Jump  on  toes  10  counts — begin !   Stop ! 

Position ! 

7.  Deep  breathing. 

211 


COURSE    OF    STUDY 


LESSON  II. 

October — February 

1.  Left — face!    (On  the  word  "left"  raise  hall  of  left  foot  and  heel  of 

right  foot.    On  "face"  swing"  quarter  circle  to  left.)    Two!  (bring 
right  foot  to  place  beside  left.) 

2.  Hips — firm!   Knees — bend!    Knees — stretch!   Repeat  bending  in  10 

counts — begin !  Position ! 

3.  Head  backward — bend!   Raise!    (Repeat.)    Arms  upward — stretch! 

Arms  downward — stretch!    (Repeat.) 

4.  *Hips  firm !     Left    foot    forward  place  !     Heels — raise !     Heels — 

sink!   Foot — replace!    (Same  with  right  foot.)   Position! 

5.  Arms  upward — bend!    Trunk  forward — bend!    Raise!    Position! 

6.  Hips — firm!   Free  jump  in  place — One!  (Heels  raise,    Two!    Knees 

bend),    Three!  Four!  (Jump),  Five!  (Knees  stretch),  Six!  (Heels 
sink).     Position! 

7.  Deep  breathing. 

LESSON  III. 

November — March 

1.  One,  two  or  three  steps  forward — march!    One,  two  or  three  steps 

backward — march ! 

2.  Arms  sideways  and  heels — raise !  Sink !    Repeat  in  10  counts — begin ! 

3.  Arms  forward — bend !    Arms  sideways — fling !    Bend !    Position ! 

4.  Hips — firm!   Left  (or  right)  knee  upward — bend!   Knee  forward — 

stretch!  Bend!  Position! 

5.  Hips — firm  and  feet  sideways — place !  Trunk  to  left   (or  right) — 

bend !    Raise !    Position ! 

6.  *Hips — firm  and  left  foot  forward — place  !     Heels — raise !     Spring 

jump  forward  and  back  10  counts — begin !  Heels — sink !  Position ! 

7.  With    deep    breathing,     arms    forward    upward — raise!       Sink! 

(Slowly.) 

LESSON  IV. 

November — March 

1.  Hips  firm  and  feet  sideways — place!     Arms  position  and  feet  to- 
gether— place!    (Same  with  head  firm.) 

212 


PHYSICAL    EDUCATION — FIFTH    GRADE    B 


2.  *Airms  forward  upward — raise !  Arms  part  and  knees — bend !   Arms 

raised    and   knees — stretch!     Repeat    in   rhythm — begin!     Stop! 
Position ! 

3.  Head — firm !   Head  backward — bend !    Head  upward — raise !    Arms 

sideways— fling !     Head— firm !    Position ! 

4.  Hips — firm!     Heels — Raise!  Slow  march  forward  on  counts  One! 

Two!  etc.     Position! 

5.  *Arms  forward — bend!    Trunk  forward — bend!    Raise!     Position! 

6.  Hips — firm !    Run  in  place — begin !    Class — halt !    One !    Two !    Po- 

sition ! 

7.  Deep  breathing. 

LESSON  V. 

December — April 

1.  Left  (or  right) — face!    One  (two  or  three)  steps  forward — march! 

2.  *Hips — firm !    Left  foot  forward — place !  Heels — raise !  Heels  sink ! 

Foot— replace !     (Same  with  right  foot.)     Repeat  in  rhythm — be- 
gin !    Stop !    Position ! 

3.  *Arms  upward — bend!    Slow  arm  stretching  upward — One!    Two! 

Position ! 

4.  Arms  and  heels — raise!    Arms  and  heels — sink! 

5.  Hips  firm  and  feet  sideways — place !     Trunk  to  left  (or  right) — 

twist !     Position ! 

6.  Hips — firm !    Free  jump  in  place,  One !   Two !   Three !   Four !   Five ! 

Six!     (See  Lesson  II.)     Position! 

7.  Beep  breathing! 

LESSON  VI. 
December — April 

1.  Hips  firm  and  feet — close!     Head  firm  and  feet — open!     Position! 

Hips  firm  and  left  foot  forward — place!    Position!    (Same  with 
right.) 

2.  Hips — firm!   Knees — bend!    Stretch!    Repeat  in  10  counts — begin! 

Stop !    Position ! 

3.  Arms  sideways — stretch !   Arm  rotation  to  10  counts — begin !  Stop ! 

Arms  downward — stretch ! 

4.  *Hipsfirm!  Left  (or  right)  foot  forward — raise!  Head — firm!  Hips 

firm !    Position ! 

213 


COURSE    OF    STUDY 


5.  Arms  sideways — raise!   Hips — firm!   Trunk  forward — bend!  Raise! 

6.  Hips — firm!  Jump  on  toes  10  times — begin!    Stop!    Position! 

7.  Deep  breathing  with  arm  circumduction — One!  (Arms  forward  up- 

ward— raise),    Two!     (Arms   sideways   sink   to   shoulder  level), 
Three!    (Hands  turn  and  arms  sink  to  position.) 

LESSON  VII. 
January — May 

1.  Arms  sideways — fling!   Sink!   Feet  sideways — place!   Feet  together 

—place!    Hips — firm!    Head — firm!    Position! 

2.  Hips — firm!    Heels — r&ise!    Knees — bend!    Knees — stretch!     Heels 

— sink!    Repeat  in  rhythm — begin!    Stop!    Position! 

3.  Arms  sideways  and  upward — stretch!  Arms   sideways   and   down- 

ward— stretch ! 

4.  *Hips  firm  and  feet — close!    Heels — raise!   Sink!   Position! 

5.  Hips  firm  and  left  (or  right)  foot  forward — place!     Trunk  to  left 

(or  right) — bend!   Raise!   Position! 

6.  *Free  jump  in  place  with  sideways  flinging  of  arms  on  counts  three 

and  four.    One!  Two!  Three!  Four!  Five!  Six! 

7.  Deep  breathing. 

LESSON  VIII. 

•» 

January — May 

1.  Facing  left  and  right,  march  steps  forward  and  backward. 

2.  *Hips — firm!    Arms  sideways  fling  and  left  foot  forward — place! 

Hips  firm  and  foot — replace!    (Same  with  the  right.)    Repeat  in 
rhythm — begin!   Stop!   Position! 

3.  Head — firm!    Head  backward — bend!    Head  upward — raise!    Posi- 

tion! 

4.  Hips — firm!    Heels — raise!     Slow  march  forward  on  counts— One! 

Two!  etc.    Position! 

5.  *Arms  forward  bend  and  feet  sideways — place!     Trunk  forward — 

bend!    Raise!   Position! 

6.  Hips  firm  and  left  foot  forward — place !   Spring  jump  forward  and 

back  10  counts — begin!    Position! 

7.  Arm  raising  forward  upward  with  deep  breathing  (Slowly) — One! 

Two! 

214 


PHYSICAL    EDUCATION — FIFTH    GRADE    A 


FIFTH  GRADE  A. 

LESSON  I. 

October — February 

1.  "Hips — firm!     Left   foot   forward — place!     Hips   firm   and   feet- 

change  !     (In  two  counts.)    Position ! 

2.  Arms  sideways  fling  and  heels — raise!    Hips  firm  and  heels — sink! 

Repeat  in  10  counts — begin !  Position ! 

3.  Arms  sideways  and  upward — stretch!     Arms  sideways  and  down- 

ward— stretch ! 

4.  *Hips  firm  and  left  knee  upward — bend!    Feet — change!    (Change 

several  times.)     Position! 

5.  Arms  upward  bend  and  feet — close !  Trunk  forward — bend!   Raise! 

Position ! 

6.  Free  jump  in  place  with  sideways  flinging  of  arms.  (See  Lesson  7, 

Fifth  Grade  B.) 

7.  Deep  breathing. 

LESSON  II. 

October — February 

1.  *  About— face!    Left  about — face!    Left— face!    Right — face! 

2.  Arms  forward  upward — raise!     Arm  parting  and  knee  bending  in 

series — begin !    Stop !    Position ! 

3.  Arms    forward — bend!     Sideways — fling!     Arms    forward — bend! 

Head  backward — bend!    Raise!    Position! 

4.  *Hips — firm!    Left  (or  right)  foot  forward — raise!     Knee  upward 

—bend!     Stretch!     Foot — replace!    Position! 

5.  Hips  firm  and  feet — close !    Trunk  to  left — twist !   Forward — twist ! 

To  right — twist !   Forward — twist !    Position ! 

6.  Hips — firm !     Left    foot    forward — place  !     Heels — raise  !      Spring 

jump  forward  and  back  in  10  counts — begin!    Position! 

7.  Deep  breathing. 

LESSON  III. 

November — March 

1.  -Hips  firm  and  left  foot  sideways— place !   Position!  Hips  firm  and 
right  foot  sideways— place !    Position! 

215 


COURSE    OF    STUDY 


2.  Hips — firm!     Alternate   knee    upward    bending   in    series — begin! 

Class — halt!    One!    Two!   Position! 

3.  *Arms  twice  upward  and  twice  downward — stretch! 

4.  Hips  firm  and  feet — close!    Heels — raise!    Sink!   Position! 

5.  *Hips  firm  and  left  foot  sideways — pSace!    Trunk  forward — bend! 

Raise!    Position!    (Same  exercise  to  right  and  alternate.) 

6.  *Hips — firm!    Free  jump  in  place  in  series — begin!     (One!    Two! 

Three!   Four!  Five!   Six!   etc.)    Position! 

7.  Deep  breathing. 

LESSON  IV. 
November — March 

1.  *Left  face  and  one  step  to  left — march!    Right  face  and  one  step 

backward — march ! 

2.  Hips — firm!    Left  foot  forward — place!    Heels — raise!    Heels  sink! 

Foot  replace!    (Same  with  right  foot.)    Repeat  in  rhythm — begin! 
Stop!   Position! 

3.  Head— firm!    Head  backward— bend !    Raise!    Position! 

4.  Arms  sideways  and  heels  raise !  Slow  march  forward  on  counts  One ! 

Two !    etc.    Position ! 

5.  Arms  upward  bend  and  feet  sideways— place !    Trunk  forward — 

bend!    Raise!    Feet  together — place!    Position! 

6.  Hips — firm!   Run  in  place,  hopping  on  every  step — begin!   Class- 

halt!    One!    Two!    Position! 

7.  Deep  breathing  with  arm  circumduction — One!   Two!   Three! 

LESSON  V. 
December — April 

1.  Arms  upward  bend  and  feet  sideways — place!    Arms  downward 

stretch  and  feet  together — place!   Arms  sideways— fling !   Head — 
firm !   Position ! 

2.  *Hips  and  knees — bend !    Head  firm  and  knees — stretch !    Repeat 

in  rhythm — begin!   Stop!   Position! 

3.  Arms  forward — bend!    Sideways — fling!    Bend!    Head  backward — 

bend!   Raise!   Position! 

4.  *Hips  firm!    Left    (or  right)    foot  outward — Place!  Heels — raise! 

Knees — bend!    Knees — stretch!    Heels — sink!    Position! 

216 


PHYSICAL    EDUCATION — FIFTH    GRADE    A 


5.  Hips  firm  and  feet— close!    Trunk  to  left  (or  right)— bend!  Raise! 

Position ! 

6.  Free  jump  in  place  with  sideways  flinging  of  arms.     (See  Lesson 

7,  5B.) 

7.  With  deep  breathing  arms  forward  upward — raise!    Arms  forward 

downward — sink ! 

LESSON  VI. 

December — April 

1.  *Left  face  and  one  step  to  left— -march!    Right  face  and  one  step 

forward — march ! 

2.  Hips — firm!    Heels — raise!    Knees — bend!    Knees — stretch!    Heels 

— sink!    Repeat  in  rhythm— Begin !    Stop!   Position! 

3.  Arms  twice  sideways  and  twice  upward — stretch!    Arms   down- 

ward— stretch ! 

4.  Hips  firm!    Left  foot  forward— raise !    Left  knee— bend!    Stretch! 

Position!    (Same  with  right  foot.) 

5.  *Arms    forward    bend    and    feet — close !     Trunk    forward — bend ! 

Raise!   Position! 

6.  Hips    firm    and    left    foot    forward — place !    Heels — raise !    Spring 

jump  forward  and  back— begin!    Class— halt!    Heels— sink!    Po- 
sition ! 

7.  Deep  breathing. 

LESSON  VII. 

January — May 

1.  Hips  firm  and  left  foot  forward — place!    Hips  firm  and  feet- 

change!    (In  two  counts.)     Position. 

2.  *Arms  upward  bend  and  knees — bend!     Arms  downward  stretch 

and  knees — stretch!    Repeat  in  rhythm — begin!    Stop! 

3.  Arms  upward — bend!    Slow  arm  stretching  upward — One!    Two! 

Position ! 

4.  *Hips — firm!    Heels — raise!    Knees — bend!     Head    rotation — One! 

Two!     Three!     Four!     Knees — stretch!     Heels — sink!     Position! 

5.  Hips  firm  and  left  foot  sideways — place!    Trunk  forward — bend! 

Raise!   Position!   Same  with  foot  placing  to  right  and  alternate. 

217 


COURSE    OF    STUDY 


6.  Hips — firm!   Run  in  place — begin!    Class — halt!    One!    Two!    Posi- 

tion! 

7.  Deep  breathing. 

LESSON  VIII. 

January — May 

1.  "About  facings.     Combine  with  steps  forward  or  backward. 

2.  Hips — firm !  Left  foot  forward — place !    Heels — raise !    Heels — sink ! 

Foot — replace !    Same  with  right  foot.    Repeat  in  rhythm — Begin ! 
Stop!    Position! 

3.  Arms  twice  sideways  and  twice  downward — stretch! 

4.  Hips  firm  and  heels — raise!    Slow  march  forward  on  counts  One! 

Two!  etc.     Position! 

5.  Airms  upward  bend  and  feet — close!    Trunk  to  left — twist!    For- 

ward— twist!    Repeat  to  right  and  alternate.    Position! 

6.  Hips — firm!     Free  jump  in  place  in  series — begin!  Stop!   Position! 

7.  Deep  breathing  with  arm  circumduction — One!    Two!    Three! 

FIFTH  GRADE  (TAMES. 
Assembly  Hall  or  Plat/ground.        Schoolroom. 

Three  Deep.  Time  Ball  (Line  Ball). 

*Dodge  Ball  in  Teams.  No.  14  Relay. 

*Touch  Ball.  All  Up. 

Time  Ball  (Line  Ball).  *Arch  Ball. 

No.  14  Eelay  Eace.  *  Circle  Pass  Ball. 

Eelay  Eaces.  ^Teacher  and  Class  Eelay 
*Arch  Ball.  (Progressive). 

"Circle  Pass  Ball.  Zig-Zag  Ball. 

*Teacher  and  Class  Eelay  *  Schoolroom  Tag. 

(Progressive).  Seat  Tag. 

*  Shuttle  Eelay.  *  Simon  Says. 
*Criss  Cross  Goal.  Catch  Basket. 

Zig  Zag  Ball.  Bean  Bag  Backward. 

^Beetle  Goes  Eound.  *  Arithmetic  Eelay. 

New  York.  Tag  the  Back  Seat  Eelay. 

Note. — Teachers  may  review  games  used  in  any  of  the  pre- 
ceding grades,  but  are  requested  not  to  use  any  games  found 
only  in  the  outlines  for  the  higher  grades.  ' 

218 


PHYSICAL    EDUCATION — SIXTH    GRADE    B 


SIXTH  GRADE  B. 

LESSON  I. 

October — February 

1.  Hips — firm!     Head — firm!    Arms  upward — bend!    Position!    Left 

face  and  one  step  to  left — march !    Right  face  and  one  step  for- 
ward— March ! 

2.  Hips  firm!    Left  foot  forward — place!    Heels — raise!    Heels — sink! 

Position !  Repeat  to  right.    One !   Two !   Three !   Four !  in  rhythm 
—Begin !    Stop !    Position ! 

3.  Arms  twice  sideways  and  twice  downward — stretch! 

4.  *Arms  and  left  foot  sideways — raise!   Arms  and  foot — sink!    Arms 

and  right  foot  sideways — raise!    Arms  and  foot  sink! 

5.  Hips  firm  and  feet  close!  Trunk  to  left — bend!    Upward — raise! 

(Repeat  bending  to  right  and  alternate.)    Position! 

6.  (First  week) — Hips — firm!  Free  jump  in  place — One!  (heels  raise), 

Two!  (knees  bend),  Three!   Four!    (jump),  Five  (knees  stretch), 
Six  (heels  sink).   Position! 

(Second  week) — Free  jump  in  place  with  sideways  flinging  of  arms 
on  counts  three  .and  four. 

7.  Deep  breathing. 

LESSON  II. 

October — February 

1.  Arms  upward — bend!  Arms  upward  stretch  and  heels — raise!  Arms 

bend  and  heels — sink!    Position!    About  face!    Left  about — face! 

2.  *Arms  sideways  fling  and  left  foot  sideways — place!    Arms  sink 

and  foot — replace!    Same  with  right  foot.    Repeat  in  rhythm- 
Begin!    Stop! 

3.  Hips— firm!    With   deep  breathing,  head  backward— bend !    Head 

upward — raise !  Position  ! 

4.  Hips — firm!   Heels  raise!    Knees — bend!   Head  to  left — twist!  For- 

ward— twist!     Head   to    right — twist!     Forward — twist!     Knees 
stretch!    Heels  sink!    Position! 

5.  Arms     sideways — raise!      Trunk    forward — bend!      Trunk — raise! 

Arms — position!     (Repeat   entire  exercise.) 

219 


COURSE    OF    STUDY 


6.  Hips — firm!    Run  in  place — begin!    Class — halt!    One!    Two!     Po- 

sition ! 

7,  Deep  breathing  and  arm  circumduction — One!    Two!    Three! 

LESSON  III. 

November — March 

1.  (Any  familiar  arm  exercise.)     Left  face  and  one  step  to  left — 

march!   Right  face  and  one  step  forward — march! 

2.  Hips — firm!    Heels — raise!    Knees — bend!    Knees — stretch!    Heels 

—sink!   Repeat  in  rhythm — Begin!   Stop!   Position! 

3.  *Left    arm    sideways,    right    arm    downward — stretch!      Arms — 

change!  One!  Two!  (Repeat  several  times.)  Arms  downward- 
stretch  ! 

4.  Hips — firm!   Left  (or  right)  knee  upward — bend!   Knee  backward 

—stretch!    Bend!    Foot — replace!    Position! 

5.  Arms  upward — bend!    Trunk  forward — bend!    Trunk — raise!    Po- 

sition!   (Repeat  whole  exercise.) 

6.  Hips  firm  and  left  foot  forward — place  !  Heels — raise !  Spring  jump 

forward  and  backward  in  series — begin !  Class — halt !  One !  Two ! 
Position ! 

7.  Deep  breathing. 

LESSON  IV. 

November — March 

1.  Arms  upward  bend  and  feet  sideways — place!     Arms  downward 

stretch  and  feet  together — place!  Hips — firm!  Head  firm!  Po- 
sition ! 

2.  *Arms  upward — bend!    Arms  sideways  stretch  and  heels — raise! 

Arms  bend  and  heels — sink!  Repeat  in  rhythm — Begin!  Stop!! 
Position ! 

3.  Arm  circumduction — One!    Two!    Three! 

4.  *Hips — firm!    Heels — raise!    Knees — bend!    Knees — stretch!     (Re- 

peat bending  several  times.)    Heels — sink !   Position !  , 

5.  Head — firm !   Left  foot  forward — place.   Trunk  to  left — twist !   For- 

ward—twist! (Repeat  twisting.)  Head  firm  and  feet— change! 
Trunk  to  right — twist!  Forward — twist!  (Repeat  twisting.) 
Position ! 

220 


PHYSICAL    EDUCATION— SIXTH    GRADE    B 


6.  *Hips — firm!    Free  jump  in  place,  turning  90  degrees  to  left  (or 

right)  on  counts  three  and  four.    Position! 

7.  Deep  breathing. 

LESSON  V. 

December — April 

1.  (Any  preceding  exercise  in  this  group.) 

2.  Hips  firm  and  feet — close !  Heels — raise !   Heels — sink !  Repeat  heel 

raising  in  10  counts— Begin !   Position ! 

3.  *Arms  forward — bend !  Arms  sideways  fling  and  head  backward — 

bend!    Arms  bend  and  head— raise!    (Repeat  to  command.)    Po- 
sition ! 

4.  *Hips  firm!  Left  knee  upward — bend!    Knees — change!     (In  one 

count)  Foot — replace!    Position! 

5.  Arms  upward  bend  and  left  foot  sideways — place!   Trunk  forward 

—bend!  Raise!   Position!    (Repeat  with  foot  placing  to  right  and 
alternate.)  % 

6.  Hips — firm!   Run  in  place  hopping  on  every  step — Begin!  Class — • 

halt!    One!    Two!    Position! 

7.  Arms  upward — bend !  With  deep  breathing,  arms  slowly  upward — 

stretch !    Bend !    Position ! 

LESSON  VI. 

December — April 

1.  *Hips — firm!   Head — firm!   Hips — firm!   Left  foot  outward — place! 

Replace!    Right  foot  outward — place!    Replace!    Position! 

2.  *Arms    upward  bend   and   knees — bend!    Arms   in   position    and 

knees — stretch!    Repeat  in  10  counts — Begin! 

3.  With  deep  breathing,  head  backward— bend !  Head  upward— raise ! 

4.  *Hips— firm !  Heels— raise !    Knees   (slowly)   deep— bend!    Knees- 

stretch  !    Heels — sink !    Position ! 

5.  Head  firm  and  feet — close  !   Trunk  to  left — twist !   Forward — twist ! 

(Repeat  to  right  and  alternate.)     Position! 

6.  Hips — firm !   Left  foot  forward — place  !     Heels  raise  !    Spring  jump 

forward  and  backward — Begin!    Class — halt!    One!    Two!  Posi- 
tion! 

7.  With  deep  breathing,  arms  forward  upward — raise!    Sink! 

221 


COURSE    OP    STUDY 


LESSON  VII. 
January — May 

1.  *  About  face  (left  about  face.)  About  face  and  two  steps  forward 

— march ! 

2.  Hips — firm!   Knee  bending  upward  in  10  counts — Begin!  Position! 

3.  Arms  upward — bend!    Slow  arm  steetching  upward — One!    Two! 

(Repeat  to  command.)    Position! 

4.  Hips  firm  and  left   (or  right)   foot  forward — place!    Heels — raise! 

Knees — bend!    Knees  stretch!    Heels — sink!    Position! 

5.  Arms  sideways — raise!    Trunk  forward — bend!    Raise!    Position! 

(Repeat  whole  exercise.) 

6.  Hips — firm!    Free  jump  in  place  turning  90  degrees  to  left   (or 

right)  on  counts  three  and  four.   Position! 

7.  Deep  breathing. 

LESSON  VIII. 
January — May 

1.  Hips — firm!     Head — firm!     Feet — close!     Feet — open!     Position! 

(Repeat,  varying  order.) 

2.  Hips  firm  and  left  foot  outward — place!    Position!     (Same  with 

right.)     Repeat  in  rhythm— Begin !    Class— halt!    One!    Two! 

3.  Head— firm!    Position! 

4.  *Arms  and  left  (or  right)  foot  forward— raise !    Arms  and  foot- 

sink! 

5.  Hips — firm!    Feet  sideways — place!    Trunk  to  left — bend!    Raise! 

(Repeat  bending  to  right  and  alternate.)  Position! 

6.  a.  Jump  in  place  with  sideways  flinging  of  arms  on  third  and  fourth 

count. 

b.  Hips — firm!  JTeels  raise!    Run  in  place — Begin!    Class — halt! 

One!   Two!   Position! 

(Alternate  a  and  b,  using  one  of  the  two  each  day.) 

7.  Deep  breathing. 

SIXTH  GRADE  A. 

LESSON  I. 

October — February 

1.  Hips— firm!    Feet— close!    Feet— open!    Position!    Head  firm  and 
feet  sideways — place !   Arms  in  position  and  feet  together— place ! 

222 


PHYSICAL    EDUCATION — SIXTH    GRADE    A 


2.  *Arms  upward  bend  and  knees — bend !  Arms  downward  stretch  and 

knees — stretch!    Repeat  in  10  counts — Begin! 

3.  Arms     sideways — raise !  Arm    rotation — One!     Two!      (Repeat  to 

command.)     Arms — sink! 

4.  Hips — firm!    Left   (or    right)  knee    upward — bend!     Backward- 

stretch  !    Foot — replace !    Position ! 

5.  Arms  forward  bend  and  feet — close !   Trunk  forward — bend !  Trunk 

raise!   Position!    (Repeat  entire  exercise,) 

6.  Hips  firm   and   left   foot   forward — place !     Heels — raise!     Spring 

jump  forward  and  back — Begin!    Class  halt!    One!    Two!    Posi- 
tion! 

7.  Deep  breathing. 

LESSON  II. 
October — February 

1.  Right — face!   Left  face  and  one  step  forward — march!   Left — face! 

Right  face  and  one  step  backward — march! 

2.  *Arms  forward — bend !   Arms  sideways  fling  and  left  foot  forward 

—place!   Arms  bend  and  foot — replace!    Repeat  to  right  and  left 
in  rhythm — Begin !    Stop !    Position ! 

3.  With  deep  breathing  head  backward — bend!    Raise! 

4.  Hips — firm!    Heels — raise!     Slowly,   knees   deep — bend!    Knees- 

stretch!   Heels — sink!   Position! 

5.  Arms  upward  bend  and  feet  sideways — place !    Trunk  to  left   (or 

right) — twist!    Forward — twist!    Position! 

6.  Hips — firm!     Heels — raise!     Run    in    place — Begin!     Class — halt! 

One !    Two !    Position ! 

7.  Arms  upward — bend !   With  deep  breathing,  arms  slowly  upward- 

stretch  !    Bend !    Position ! 

LESSON  III. 

November — March 

1.  Hips  firm  and  feet  sideways — place!   Arms  in  position  and  feet  to- 

gether— place!     Head — firm!     Position!     Arms    upward — bend! 
Position ! 

2.  Hips — firm!    Alternate  knee  bending  upward  in  rhythm — Begin! 

Class — halt!    One!    Two!   Position! 

223 


COURSE    OF    STUDY 


3.  Arms  three  times  sideways  and  three  times  upward — stretch! 

4.  Hips — firm!    Left  (or  right)  foot  forward — raise!    Left  knee  up- 

ward— bend!    Forward — stretch!    Foot — replace!    Position! 

5.  Head  firm  and  left  (or  right)  foot  forward — place !    Trunk  to  left 

(or  right) — twist!    Forward — twist!    Position! 

6.  Hips— firm!  Free  jump  in  place  facing  90  degrees  to  left  (or  right) 

on  counts  three  and  four.    Position! 

7.  Deep  breathing. 

LESSON  IV. 

November — March 

1.  (Any  preceding  exercises  in  this  group.) 

2.  Hips — firm!   Heels — raise!   Knees — bend!   Knees — stretch!   Heels- 

sink  !    Repeat  in  rhythm — Begin !   Stop !   Position ! 

3.  Arms  forward — bend!    Arms  sideways  fling  and  head  backward — 

bend!     Arms   bend   and   head — raise!      (Repeat  to   command,) 
Position ! 

4.  *Arms  sideways  and  left  foot  forward — raise!    Arms  and  foot  sink! 

Arms  sideways  and  right  foot  forward — raise!     Arms  and  foot 
sink! 

5.  Hips  firm!      Left  foot  sideways — place!      Trunk  forward — bend! 

Raise!   Foot  replace!    (Repeat  whole  exercise  with  foot  placing 
to  right  and  alternate).    Position! 

6.  Hips — firm!    Heels — raise!    Run  in  place  hopping  on  every  step — 

Begin!    Class— halt!    One!    Two!    Position! 

7.  Arm  c:rcumduction !    One!   Two!    Three! 

LESSON  V. 

December — April 

1.  Hips — firm!      Arms — upward — bend!      Feet — close!      Feet — open! 

Head — firm!    Position!     (Repeat  varying  order.) 

2.  Arms  sideways  fling  and  left  foot  forward — place !    Hands  turn  and 

heels — raise!    Hands  return  and  heels  sink!    Position!    Repeat  to 
right  and  alternate  in  rhythm — begin!    Stop. 

3.  Head  backward— bend !     Head  upward — raise!     (Same  with  head 

firm.) 

224 


PHYSICAL    EDUCATION — SIXTH    GRADE    A 


4.  Hips— firm!    Left  knee  upward— bend!     Knees— change !     (In  one 

count.)     Position! 

5.  *Arms  sideways — fling !    Head  firm.    Trunk  forward — bend !    Raise ! 

(Repeat  whole  exercise.)     Position! 

6.  Hips — firm!    Free  jump  in  place  turning  180  degrees  to  left  (or 

right)  on  counts  three  and  four.    Position! 

7.  Deep  breathing. 

LESSON  VI. 

December — April 

1.  *Right — face!    About  face  and  one  step  to  right — march!    Left — 

face!   Left  about  face  and  one  step  to  left — march! 

2.  Hips  firm  and  feet  sideways — place!     Heels — raise!    Heels — sink! 

Repeat  heel  raising  in  10  counts — Begin !    Position ! 

3.  *Arms  upward — bend!    With  palms  up,  slow  arm  stretching  side- 

ways— One!   Two!  (Repeat  the  command.)     Position! 

4.  Hips — firm!    Heels    raise!    Slowly,    knees    deep — bend!     Knees — 

stretch !    Heels — sink !    Position ! 

5.  Arms  forward  bend  and  left  foot  sideways — place!    Trunk  to  left 

— twist!  Forward — twist!  Position!    (Repeat  with  foot  placing  to 
right  and  alternate.) 

6.  Hips  firm  and  left  foot  forward — place !   Heels — raise !  Spring  jump 

forward  and  backward — Begin!    Class — halt!    One!    Two!    Posi- 
tion! 

7.  With  deep  breathing,  arms  forward — upward — raise!    Sink! 

LESSON  VII. 

January — May 

1.  One  (two  or  three)   steps  forward — march!    One   (two  or  three) 

steps  backward march!    (Use  any  arm  exercise.) 

2.  Arms  forward — bend !  Arms  sideways  fling  and  left  foot  outward- — 

place!    Arms  bend  and  foot — replace!    Repeat  to  right  and  left' 
in  series — Begin!   Stop!   Position! 

3.  With  deep  breathing,  head  backward — bend!    Raise! 

4.  Hips— firm!  Left  (or  right)  knee  upward— bend!  Forward— stretch ! 

Upward — bend !    Foot — replace !    Position ! 

225 


COURSE    OP    STUDY 


5.  *Arms  upward — bend!    Arms  sideways — stretch!    Trunk  forward 

— bend !    Raise ! 

6.  *Free  jump  in  place  with  sideways  flinging  of  arms — in  series — 

Begin!    Stop! 

7.  Deep  breathing. 

LESSON  VIII. 

January — May 

1.  (Any  preceding  exercises  in  this  group). 

2.  Arms  upward  bend  and  knees — bend!  Arms  downward  stretch  and 

knees — stretch!   Repeat  in  10  counts — Begin! 

3.  Left  arm   sideways,  right  arm  upward — stretch!     Arms — change^ 

(Change  several  times.)    Arms  downward — stretch! 

4.  Arms  sideways  and  left  foot  forward — raise!   Arms  and  foot  sink! 

Arms  sideways  and  right  foot  forward — raise!   Arms  and  foot — 
sink! 

5.  Head  firm  and  feet — close !   Trunk  to  left — twist !   Forward — twist ! 

(Repeat  twisting  to  right  and  alternate.)    Position! 

6.  Hips  firm!    Jump  in  place,  turning  90  degrees  (or  180  degrees)  to 

left  or  right  on  counts  three  and  four.    Position ! 

7.  Deep  breathing. 

SIXTH  GRADE  GAMES. 
Playground  or  Assembly  Hall. 

Three  Deep.    *(Vis-a-Vis).         Circle  Pass  Ball. 

Dodge  Ball  in  teams.  Zig  Zag  Ball. 

Touch  Ball.  Beetle  Goes  Bound. 

*  Catch  Ball.  Center  Call  Ball. 

Line  Ball.  All  Up. 

*No.  14  Eelay  Eace.  *  Japanese  Tag. 

"Relay  Eaces.  *  Snatch  Pin. 

Arch  Ball.  *Maze  Tag. 

Teacher  and  Class  *TMrd  Tag  and  Eun. 
(Progressive). 

Shuttle  Eelay. 

Criss  Cross  Goal. 

226 


PHYSICAL    EDUCATION  -SEVENTH   GRADE    B 


Schoolroom. 

Line  Ball.  Seat  Tag. 

No.  14  Eelay  Eace.  *Last  Man. 

All  Up.  Simon  Says. 

Arch  Ball.  Catch  Basket. 

Circle  Pass  Ball.  Bean  Bag  Backward. 

Teacher  and  Class  Eelay.  Arithmetic  Eelay. 

Zig  Zag  Ball.  Going  to  Jerusalem. 
Schoolroom  Tag. 

Note. — Teachers  may  review  games  used  in  any  of  the  pre- 
cfding  grades,  but  are  requested  not  to  use  any  games  found 
only  in  the  outlines  for  the  higher  grades. 

SEVENTH  GEADE  B. 
LESSON  I. 

October — February 

1.  Left — face !    Left  face  and  one  step  forward — march !    Right — face ! 

Right  face  and  one  step  forward — march! 

2.  Hips — firm!     Left   foot   forward — place!      Heels — raise!     Heels — 

sink !    Foot — replace !    Repeat  with  right  and  alternate  in  rhythm 
—Begin !    Stop !    Position ! 

3.  Head — firm!    Position!    (Repeat  to  command.) 

4.  Arms  twice  sideways  and  twice  downward — stretch! 

5.  Hips — firm !    Heels — raise !    Knees  very  slowly  deep — bend !    Knees 

—stretch !    Heels — sink !    Position ! 

6.  Arms  sideways  fling  and  feet  close!   Trunk  forward — bend!   Raise! 

Position!    (Repeat  whole  exercise.) 

7.  *Hips — firm!     Free  jump  forward.     (Jump  on  counts  three  and 

four.)    Position! 

8.  Deep  breathing. 

LESSON  II. 

October — February 

1.  Hips  firm  and  feet  sideways — place!    Position!    Head — firm!    Posi- 
tion!   One  step  forward — march!    One  step  backward — march! 

227 


COURSE    OF    STUDY 


2.  Hips — firm!    Heels — raise!    Knees — bend!    Knees — stretch!     Heels 

—sink!  Repeat  in  rhythm — begin!  Stop!   Position! 

3.  Arms  forward — bend!    Sideways — fling!    Bend!    Position! 

4.  Left     arm     sideways     right     upward — stretch!       Arms' — change! 

(Change  several  times.)    Arms  downward — stretch! 

5.  *Hips — firm!     Left  (or  right)  toe  support  backward — place!    Re- 

place !    Position ! 

6.  *Hips  firm  and  left  foot  forward — place !     Trunk  to   left — twist ! 

Trunk  to  left — bend!    Raise!    Forward — twist!    Position!      (Re- 
peat whole  exercise  to  right). 

7.  Hips — firm!     Heels — raise!     Run   in   place — begin!      Class — halt!, 

One !    Two !    Position ! 

8.  With  deep  breathing  arms  forward — upward — raise!   Sink! 

LESSON  III. 

November — March 

1.  About — face!    Left  about — face!    Arms  upward — bend!    Position! 

Hips — firm!    Position!    Head — firm!    Position!     (Repeat  varying 
order.) 

2.  *Hips— firm !    Left  foot  forward— place !    Foot— replace !    Left  foot 

sideways — place!    Replace!    Repeat  foot  placing  with  right  foot 
and  alternate  in  series — begin !    Stop !    Position ! 

3.  With  deep  breathing  hands  outward  turn  and  head  backward — 

bend!   Hands  return  and  head — raise! 

4.  *Arms  sideways — stretch!    Repeat  in  series — begin!    Stop!    Arms 

downward — stretch ! 

5.  *Hips — firm!    Left  foot  sideways — raise!    (In  one  count.)    Feet — 

change!     (Change  several  times.)     Position! 

6.  Arms  sideways— fling !  Head— firm!   Trunk  forward— bend !  Rais*! 

(Repeat  whole  exercise.) 

7.  Hips — firm!    Free  jump  in  place  facing  90  degrees  to  left  in  four 

turns — begin!    Repeat  to  right.    Position! 

8.  Deep  breathing. 

LESSON  IV. 

November — March 
1.  (Any  preceding  exercise  in  this  group.) 

228 


PHYSICAL,  EDUCATION— SEVENTH  GRADE   B 


2.  *Hips — firm!  Left  foot  sideways — place!   Heels — raise!    Sink! 

Foot — replace !   Repeat  to  right  and  alternate  in  rhythm. — Begin ! 
Stop !     Position ! 

3.  Head— firm!    Position! 

4.  Arms   sideways   and  upward — stretch!    Repeat   in  series — Begin! 

Stop !    Arms  downward — stretch ! 

5.  Hips — firm!  Heels — raise!   Knees — bend!   Head — firm!   Hips — firm! 

(Change  several  times.)    Knees — stretch!    Heels — sink!    Position! 

6.  *Hips — firm !  Left  (or  right)  foot  forward — charge !  Foot — replace ! 

Position ! 

7.  Hips — firm !    Free  jump  forward.     (Jump  forward  on  Three  and 

Four.)    Position! 

8.  Arm  circumduction  with  deep  breathing — One!    Two!    Three! 

LESSON  V. 

December — April 

1.  Hips — firm!    Feet — close!    Position!    Arms  forward — bend!    Arms 

sideways — fling!    Arms — sink!   Feet  sideways — place!    Position! 

2.  *Hips   firm   and    feet — close!    Feet — open!    Feet — close!    Heels — 

raise !   Sink !   Repeat  opening  and  closing  of  feet  and  heel  raising 
in  rhythm— Begin !  Class— halt !  One !   Two !   Position ! 

3.  Arms  forward — bend!    Sideways — fling!  Hands — turn!   Hands — re- 

turn!   Arms  forward — bend!   Position! 

4.  Left  arm  sideways,  right  arm  downward — stretch!   Arms — change! 

Repeat  in  series — Begin!    Stop!    Arms  downward — stretch! 

5.  *Arms  sideways  and  left  foot  forward — raise!    Right  knee — bend! 

Stretch!  Position!    (Repeating  raising  right  foot  and  bending  left 
knee.) 

6.  Hips  firm  and  left  foot  sideways — place !    Trunk  forward — bend ! 

Raise!    Position!     (Repeat  whole  exercise  with  foot  placing  to 
right  and  alternate.) 

7.  *Hips  firm  and  left  foot  sideways— raise !   Change  feet,  hopping  on 

each  foot  in  10  counts — Begin !  Position ! 

8.  Deep  breathing. 

LESSON  VI. 

December — April 

1.  Right— face!    Left  face  and  one  step  backward— march !    Left— 

229 


COURSE    OF    STUDY 


face!   Right  face  and  one  step  forward — march!   Use  any  famil- 
iar arm  exercise. 

2.  *Arms  sideways  raise  and  left  foot  forward — place!    Hands  turn 

and  heels — raise!    Hands  return  and  heels — sink!    Position!    Re- 
peat with  right  and  alternate  in  rhythm — Begin!   Stop! 

3.  Head  backward — bend!    Head — raise! 

4.  Arms  twice  sideways ;  twice  upward  and  twice  downward — stretch ! 

5.  Hips — firm !    Left    knee  upward — bend !     Knee    forward — stretch ! 

Bend!    Backward — stretch!    Bend!    Foot  replace!    (Repeat  with 
right.)  Position! 

6.  *Hips  firm  and  feet  sideways — place!   Trunk  to  left — twist!    Trunk 

slowly  to  right — twist!    Trunk  forward — twist!    Position! 

7.  Hips — firm!   Free  jump  in  place,  facing  90  degrees  or  180  degrees 

to  the  left  or  right.  Position ! 

8.  Arm  raising  sideways  and  heel  raising  with  deep  breathing — One! 

Two! 

LESSON  VII. 

January — May 

1.  Head — firm!    Hips — firm!    Position!     Two  steps  forward — march! 

Two  steps  backward — march !    (Repeat  these  exercises  in  varying 
order.) 

2.  Hips — firm!     Heels — raise!     Alternate   knee    upward   bending  in 

series — Begin!     Class — halt!     One!     Two!    Position! 

3.  With  deep  breathing,  chest— raise!     Sink. 

4.  Arms  upward — bend !    Arms  slowly  upward — stretch !    Bend !    Posi- 

tion ! 

5.  Hips — firm!    Heels — raise!    Knees — bend!     Stretch!    Heels — sink! 

position ! 

6.  *Arms  forward — bend!     Trunk  forward — bend!     Arms  sideways — 

fling!    Arms — bend!     Trunk — raise!    Position! 

7.  Hips — firm !    Free  jump  in  place  in  series — Begin !    Stop !    Position ! 

8.  Deep  breathing. 

LESSON  VIII. 

January — May 
1.  Any  preceding  exercise  in  this  group. 

230 


PHYSICAL   EDUCATION — SEVENTH   GRADE    A 


2.  Hips — firm !    Alternate  foot  placing  forward  and  sideways  in  series 

—Begin!     Stop!     Position!     (See  Lesson  III,  Exercise  2,  Grade 
VII  B.) 

3.  Head— firm!    Position! 

4.  Arms  upward,  sideways  and  downward — stretch!    Repeat  in  series 

—Begin !    Stop ! 

5.  Arms  sideways  and  left  foot  forward — raise !     Right  knee — bend ! 

Stretch !    Position !    (Repeat  same  with  right  foot  forward  and  left 
knee  bend.) 

6.  Hips — firm!  Left  (or  right)  foot  forward — charge!   Foot — replace! 

Position ! 

7.  Hips — firm !   Left  foot  sideways — raise !   Change  feet  in  series,  hop- 

ping once  on  each  foot — begin!    Class — halt!     One!    Two!    Posi- 
tion! 

8.  Deep  breathing  with  outward  turning  of  hands — one !  two ! 

SEVENTH  GRADE  A. 
LESSON  I. 

October — February 

1.  About — face!    Left  about — face!    Use  any  arm  exercise. 

2.  Hips — firm !  Left  foot  outward — place !  Heels — raise !  Heels — sink ! 

Foot — replace!   Repeat  with  right  foot  and  alternate  in  series — 
Begin !    Stop !    Position ! 

3.  With  deep  breathing,  hands  outward  turn  and  head  backward- 

bend!   Hands  return  and  head  raise! 

4.  Arms  sideways — stretch !    Repeat  in  series — Begin !    Stop !     Arms 

downward — stretch. 

5.  Hips — firm!    Left  (or  right)  toe    support    backward — place!     Re- 

place!   Position! 

6.  Arms  sideways — fling !  Head — firm !   Trunk  forward — bend !  Raise ! 

(Repeat  whole  exercise.) 

7.  Hips — firm!   Free  jump  turning  90  degrees  to  left  (or  right)  four 

times — begin!   Position! 

8.  Deep  breathing. 

231 


COURSE    OF    STUDY 


LESSON  II. 

October — February 

1.  Hips — firm!    Head— firm!    Hips  firm  and  feet — close!    Head  firm 

and  feet — open!    Position! 

2.  Arms  sideways  raise  and  left  foot  sidewfays — place!    Hands  turn. 

and  heels — raise!    Hands  return  and  heels — sink!  Position!    Re- 
peat with  foot,  placing-  right  and  alternate  in  series — Begin !  Stop ! 

3.  Head — firm!    Position! 

4.  Left  arm  sideways,  right  arm  upward — stretch !     Arms  change  in 

series — begin!     Stop!     Arms  downward — stretch! 

5.  Arms  sideways  and  left  foot  forward — raise!     Right  knee — bend! 

Stretch!    Bend!    Stretch!    Position!     (See  Lesson  VIII,  Seventh 

B-) 

6.  First  week.     Hips  firm!     Left   (or  right)    foot  forward — charge! 

Foot  replace !    Position ! 

Second  week.    Hips — firm!     Left  (or  right)  foot  forward — charge! 
Trunk  forward — bend!    Raise!    Foot replace!    Position! 

7.  Hips   firm   and   left  foot   forward — place!     Heels — raise!     Spring 

jump  forward  and  backward — begin!    Class — halt!    One!    Two! 
Position ! 

8.  Deep  breathing. 

LESSON  III. 

November — March 

1.  Left — face!    Left  face  and  two  (or  three)  steps  forward — march! 

Same  exercise  to  right. 

2.  Hips — firm !    Heel  raising  and  knee  bending  in  series — begin!    Stop ! 

Position!     (See  Lesson  II,  Exercise  2,  Seventh  Grade  B.) 

3.  Arms  forward — bend!    Arms  sideways — fling!    Bend!    Position! 

4.  Arms  twice  sideways  and  twice  downward — stretch! 

5.  Hips — firm!     Left    (or   right)    knee   upward — bend!      Forward — 

stretch!      Bend!      Backward— stretch !      Bend!      Foot— replace ! 
Position ! 

6.  Hips  firm  and  feet  sideways — place !    Trunk  to  left — twist !    Slowly 

to  right — twist !    Forward — twist !    Position ! 

7.  *Hips — firm!     Free  jump  in  place  turning  90  degrees  to  left  (or 

right)  and  return,  on  counts  three,  four,  five  and  six.    (One,  heels 

232 


PHYSICAL  EDUCATION — SEVENTH   GRADE    A 


— raise!    Two,  knees  bend !    Three,  four — jump  turning  left !    Five, 
six — jump  turning  right!    Seven,  knees — stretch!    Eight,  heels — 
sink!)     Position! 
8.  With  deep  breathing,  arms  forward,  upward — raise! 

LESSON  IV. 

November — March 

1.  Left  face,  one  step  to  left,  and  left — face !    (Same  to  right.) 

2.  Hips — firm!     Heels — raise!     Alternate   knee   upward   bending   in 

series— begin!    Class— halt!    One!    Two!    Position! 

3.  Arms  upward — bend!      Arms     slowly     upward — stretch!       Bend! 

Position ! 

4.  Omit. 

5.  Hips — firm!     Heels — raise!     Knees — bend!     Arms  sideways — fling! 

Hips — firm!     Knees — stretch!     Heels — sink!     Position! 

6.  Arms  upward — bend!    Arms  sideways — stretch!    Trunk  forward — 

bend !    Raise !    Repeat  whole  exercise. 

7.  *Hips — firm!     Left  foot   sideways — raise!     Change   feet  in  series 

hopping  once  on  every  change — Begin !  Class — Halt !  One !  Two ! 
Position ! 

8.  With  deep  breathing,  head  backward — bend!    Raise! 

LESSON  V. 

December — April 

1.  Any  preceding  exercise  in  this  group. 

2.  *Hips — firm!     Left  foot  forward — place!     Heels — raise!     Heels — 

sink!  Foot — replace!  Left  foot  sideways — place!  Heels — raise! 
Heels — sink !  Foot — replace !  Repeat  foot  placing  and  heel  raising 
with  right  and  alternate  in  series — begin!  Stop!  Position! 

3.  (a)  Head  backward — bend!    Head — raise! 

(b)  Head  to  left — twist!    Forward — twist!    To  right — twist!    For- 
ward—twist! 

4.  Arm  stretching  sideways,  upward  and  downward  in  series — begin! 

Stop! 

5.  Arms  and  left  foot  forward — raise!    Arm  parting  and  right  knee 

bending!  One!  Two!  One!  Two!  Position!  (Repeat  with  oppo- 
site foot.) 

233 


COURSE    OF    STUDY 


6.  Hips  firm  arid  left  (or  right)   foot  forward — place!    Trunk  to  left 

or   right) — twist!    To  left    (or  right) — bend!    Raise!    Forward! 
twist!  Position! 

7.  Hips — firm!  Heels — raise!  Run  in  place,  hopping  once  on  each  foot 
— begin!    Class — halt!    One!    Two!   Position! 

8.  Deep  breathing. 

LESSON  VI. 
December — April 

1.  Hips — firm!    Head — firm!   Feet — close!   Feet — open!   Arms  upward 

—bend!    Position!    (Repeat,  varying  order.) 

2.  Hips  firm  and  feet — close!  Feet — open!  Close!  Heels — raise!  Sink! 

Repeat  opening  and  closing  of  feet  and  heel  raising  in  series — Be- 
gin!   Stop!    Position! 

3.  With  deep  breathing  chest — raise!   Sink! 

4.  'Arms  upward — bend !    With  palms    up,    arms    slowly  sideways — 

stretch!    Bend!    (Repeat,  stretching  and  bending  to  command.)^ 
Position ! 

5.  Hips  firm  and  left   (or  right)    foot  outward — place !    Heels — raise 

Knees — bend!    Knees — stretch!    Heels — sink!    Position! 

6.  Hips — firm!  Left  (or  right)  foot  forward — charge!   Trunk  forward 

bend!    Raise!    Foot — replace!    Position! 

7.  Free  jump  in  place  with  sideways  flinging  of  arms  on  counts  three 

and  four  in  series — Begin !   Stop ! 

8.  Deep  breathing. 

LESSON  VII. 

January — May 

1.  About  face  and  one  step  forward — march!    (Same  with  left  about 

facing.) 

2.  Hips — firm !  Alternate  foot  placing  forward  ,and  sideways  with  heel 

raising  in  series— Begin !    Stop!    (See    Lesson  V,    ex.  2,  7th  A.) 
Position ! 

3.  Head— firm!  Head— backward— bend !    Raise!    Position! 

4.  Left  arm  sideways,  right  arm  backward — stretch!    Change  arms  in 

series — Begin!    Stop!    Arms  downward — stretch! 

234 


PHYSICAL   EDUCATION— SEVENTH   GRADE   A 


5.  Hips — firm!    Heels — raise!    Knees  deep — bend!    Hend  rotation  left 

and  right — One!    Two!    Three!    Four!    Knees — stretch!    Heels — 
sink !    Position ! 

6.  Arms  forward — bend!    Arms   sideways — fling!    Trunk  forward — 

bend!   Raise!    (Repeat  whole  exercise.) 

7.  Hips — firm !   Left  foot  sideways — raise !   Change  feet  in  series,  hop- 

ping once  on  each  foot — Begin!    Class — halt!    One!    Two!    Posi- 
tion! 

8.  Deep  breathing. 

LESSON  VIII. 
January — May 

1.  (Any  preceding  exercise  in.  this  group.) 

2.  *Arms  upward  bend  and  left  foot  sideways— place !     Arms  side- 

ways stretch  and  heels — raise!    Arms  bend  and  heels — sink!   Po- 
sition!   Repeat  to  right  and  alternate  in  series — Begin!    Stop! 

3.  Arms  sideways — raise !    Hands — turn !    Return !    Position ! 

4.  Omit. 

5.  Hips — firm!     Left    knee    upward — bend!    Feet    change!      (Repeat 

change  several  times.)    Position! 

6.  *Hips — firm!     Left    (or    right)    foot    forward — charge!    Trunk  to 

right — twist!    Forward — twist!    Repeat  twisting!    Foot — replace! 
Position!     (Repeat  whole  exercise  on  opposite  side.) 

7.  Hips— firm!   Free  jump  to  left  (or  right).   Position!  (Right  or  left 

face  should  precede  this  exercise  to  allow  space  for  jump.) 

8.  Arms   upward — bend!    Deep   breathing   and   slow   arm  stretching 

sideways  with  palms  up — One!    Two!    Position! 

SEVENTH  GRADE  GAMES. 
Assembly  Hall  or  Playground. 
Three  Deep  (Vis-a-Vis).  Japanese  Tag. 

Dodge  Ball.  Snatch  Pin. 

Catch  Ball.  *German  Bat  Ball. 

Relay  Eaces.  *Volley  Ball. 

Arch  Ball.  *Keep  Awake. 

Arch  Ball  (with  basket  ball        Maze  Tag. 

throw)  *  Circle  Call  Ball  in  Teams. 

Shuttle  Belay  *Ladysmith. 

Zig  Zag  Ball.  Line  Ball  (changing  captains). 

235 


COURSE    OP    STUDY 


Schoolroom. 

Zig  Zag  Ball.  Last  Man. 

Arch  Ball.  Simon  Says. 

*Blind  Man  Tag.  Catch  Basket. 

Schoolroom  Tag.  Going  to  Jerusalem. 
Seat  Tag. 

Note. — Teachers  may  review  games  used  in  any  of  the  pre- 
ceding grades,  but  are  requested  not  to  use  any  games  found 
only  in  the  outlines  for  the  higher  grades. 

EIGHTH  GEADE  B. 

LESSON  I. 
October — February 

1.  Left — face !    Left  face  and  one  step  forward — march !    About — face ! 

(Repeat  same  with  facing  to  right.) 

2.  Hips — firm!     Heels — raise!     Knees — bend!     Stretch!     Heels — sink! 

Repeat  heel  raising  and  knee  bending  in  rhythm — begin!     Stop! 

Position ! 

3.  Arms  sideways — raise!     Arm  rotation — One!     Two!     Position! 

4.  Arms  stretching  upward  and  downward  in  series — begin!    Stop! 

5.  *Hips  firm  and  feet — close!     Left  (or  right)  foot  forward — place! 

Heels — raise!    Sink!    Foot — replace!    Position! 

6.  Head  firm  and  left  foot  sideways — place!     Trunk  forward — bend! 

Raise!     Position!     (Repeat  using  right  foot  and  alternate.) 

7.  (a)  Hips — firm!    Free  jump  forward!    Position! 

(b)  Hips — firm!    Free  jump  sideways!    Position!    (Face  class  left 
—or  right — before  jump.) 

(Use  a  and  b  on  alternate  days.) 

8.  With  deep  breathing,  head  backward — bend!     Raise!     (Face  win- 

dows.) 

236 


PHYSICAL   EDUCATION — EIGHTH   GRADE  B 


LESSON  II. 

October — February 

1.  Hips— firm!     Head— firm!     Position!     Two  steps  forward— march ! 

About  face  and  two  steps  forward — march!    Left  about — face! 

2.  Hips — firm  and  knees — bend!    Head  firm  and  knees — stretch!    Re- 

peat in  series — begin !    Stop !    Position ! 

3.  Arms  forward  upward — raise!    Sink!     (Repeat  to  command,) 

4.  Arm  stretching  sideways  in  series — begin !    Stop ! 

5.  Hips — firm!     Heels — raise!     Knees   deep — bend!     Head   to  left — 

twist!  Forward — twist!  To  right — twist!  Forward — twist! 
Knees — stretch !  Heels — sink !  Position ! 

6.  Arms  upward  bend  and  feet  sideways — place  !    Trunk  to  left — twist ! 

Slowly  to  right — twist !     Forward — twist !     Position  ! 

7.  Hips — firm!     Left  foot  forward — raise!     Swing  step  forward  and 

back,  hopping  once  on  every  step — begin!  Class — halt!  One! 
Two!  Position!  One!  (Raise  right  backward,  changing  weight 
to  left.)  Two!  (Hop.)  Three!  (Raise  left  forward,  changing 
weight  to  right.)  Four!  (Hop.) 

8.  Deep  breathing. 

LESSON  III. 
November — March 

1.  Left  face,  one  side  step  to  left  and  left — face!    (Repeat  same  to 

right.) 

2.  Hips — firm !  Alternate  foot  placing  outward  in  series — Begin !   Class 

—Halt!  One!  Two!   Position! 

3.  Head  backward — bend !    Raise ! 

4.  Arm    stretching   upward    and    sideways    in    series — Begin!    Stop! 

Arms  downward — stretch ! 

5.  Arms  and  left  foot  forward — raise !    Arm  parting  and  (right)  knee 

bending — One!   Two!   Position!    (Repeat  on  opposite  side.) 

6.  Hips  firm  and  left    (or  right)   foot  forward — charge!    Trunk  for- 

ward— bend!    Raise!    Position! 

7.  Hips — firm!   Free  jump  in  place  turning  90  degrees  on  counts  3  and 

4  and  return  on  counts  5  and  6.    One!     (Heels — raise!)    Two! 
(Knees — bend!)  Three!  Four!  (Jump,  turning  to  left.)  Five!  Six! 


COURSE    OF    STUDY 


(Jump,    turning    to    right.)     Seven!      (Knee — stretch!)     Eight! 
( Heels — sink ! )    Position ! 
8.  Deep  breathing. 

LESSON  IV. 
November — March 

1.  Hips  firm  and  feet  sideways — place!    Arms  in  position  an'd  feet 

together — place !  Head  firm  and  feet — close !  Hips  firm  and  feet — 
open!  Position! 

2.  Arms  upward  bend  and  left  foot  forward — place!    Arms  sideways 

stretch  and  heels — raise!  Arms  bend  and  heels — sink!  Position! 
Same  with  right  and  alternate  in  series — begin!  Stop!  (Use  side- 
ways placing  of  foot  occasionally  in  place  of  forward.) 

3.  (Omit.) 

4.  Arms  upward — bend!    Arms  slowly  upward — stretch!    Bend!    Po- 

sition ! 

5.  Hips — firm!    Heels — raise!    Slow  march  forward  on  count — One! 

Two!    etc.    (Repeat  going  backward.)    Position! 

(b)  Hips — firm!  Free  jump.to  left  (or  right).    Position!    (Repeat 

whole  exercise  bending  alternately  to  right  and  left.) 

7.  Hips — firm !  Heels — raise !  Run  in  place — Begin !   Class — halt !   One ! 

Two!   Position! 

8.  With  deep  breathing,  head  backward — bend!    Raise! 

LESSON  V. 
December — April 

1.  About — face!    Left  about — face!    (Combine  facings  with  steps  for- 

ward and  backward.) 

2.  *Hips — firm!    Left   foot   forward — place!    Heels — raise!     Knees — 

bend !  Stretch !  Heels — sink !  Foot — replace !  Repeat  to  right  and 
alternate  in  series — begin!  (6  count  rhythm.)  Stop!  Position! 

3.  Chest — raise!    Sink! 

4.  Arms  sideways  upward  and  downward,  twice  in  each  direction — 

stretch ! 

5.  Arms  forward — bend !    Heels — raise !    Arm  flinging  sideways  and 

knee  bending — One!    Two!    One!    Two!    Position! 

238 


PHYSICAL   EDUCATION — EIGHTH    GRADE   B 


6.  Hips — firm!   Left  foot  forward — charge!   Feet  change!    One!   Two! 

Position ! 

7.  (a)  Hips — firm!    Free  jump  forward.   Position! 

(b)  Hips — firm!     Free  jump  to  left   (or  right).     Position!     (Face 
grade  to  left  or  right  before  giving  jump.)     Use  a  and  b  on  alter- 
nate days. 
Two!    . 

LESSON  VI. 

December — April 

1.  Hips — firm!    Feet — close!   Feet — open!   Position!    Head — firm!    Po- 

sition!   Arms  upward — bend!    Position!    (Repeat  varying  order.) 

2.  Hips — firm!  Heels — raise!    Knees — bend!    Knees — stretch!    Heels- 

sink!   Repeat  in  series — Begin!    Stop!    Position! 

3.  Arms   sideways — raise !     Hands   turn   and   head   backward — bend ! 

Hands  return  and  head — raise!    Position! 

4.  Left  arm  sideways  and  right  arm  downward — stretch !  Change  arms 

in  series — Begin!   Stop!    Arms  downward — stretch! 

5.  Hips  firm  and  feet — close!    Left  j(or  right)    foot  forward — place! 

Heels — raise!    Sink!   Foot — replace!   Position! 

6.  Head — firm!     Trunk    forward — bend!     Raise!     Position!     (Repeat 

whole  exercise.) 

7.  Hips — firm !    Left  foot   forward — raise !    Swing  step   forward  and 

back,  hopping  on  every  step  in  series — Begin!   Class — halt!   One! 
Two!   Position!    (See  Lesson  II.) 

8.  Deep  breathing. 

LESSON  VII. 

January — May 

1.  *2  (or  3)  steps  forward  march  and  left — face!   Right — face!   2  (or 

3)  steps  backward  march  and  right — face!    Left — face! 

2.  Hips — firm !  Alternate  foot  placing  forward  and  sideways  with  heel 

raising  in  series — Begin!   Stop!   Position!    (One — place  foot,  Two 
raise  heels,  Three — heels  sink,  Four — foot  replace.) 

3.  Arm  circumduction — One!   Two!   Three! 

4.  (Omit.) 

5.  *Arms   upward — bend!     Left   knee   upward — bend!    Arms   slowly 

239 


COURSE    OP    STUDY 


sideways  and  knee  forward — stretch!   Bend!   Stretch!   Bend!   Po- 
sition !    (Same  with  right  knee  raised.) 

6.  *Hips  firm  and  feet  sideways— place !  Trunk  forward— bend !  Trunk 

to    left — twist!    Forward — twist!     To    right — twist!    Forward — 
twist!   Trunk — raise!   Position! 

7.  (Use  any  preceding  exercises  in  this  group.) 

8.  Deep  breathing. 

LESSON  VIII. 

January — May 

1.  (Use  any  preceding  exercises  in  this  group.) 

2.  Hips  firm  and  knees — bend !  Head  firm  and  knees — stretch !  Repeat 

in  rhythm — Begin!   Stop!   Position! 

3.  Head — firm!    Head  backward — bend!    Raise!    Position! 

4.  Arms  forward — bend!    Arm  flinging    sideways    in    series — Begin! 

Stop!   Position! 

5.  Hips — firm!    Heels — raise!    Slow  march  forward  on  counts — One! 

Two !  etc.  Position !    (Repeat  going  backward.) 

6.  Trunk  forward — bend!  Arms  sideways — raise!  Arms — sink!  Trunk 

— raise!   (Repeat  whole  exercise.) 

7.  Hips — firm!   Left  foot  sideways — raise!   Change  feet,  hopping  once 

on  each  foot,  in  series — Begin !   Class — halt !  One !  Two !  Position ! 

8.  Arm  circumduction  with  deep  breathing — One !  Two !  Three ! 

EIGHTH  GRADE  A. 

LESSON  I. 
October — February 

1.  Hips — firm!    Arms  sideways — fling!    Head — firm!    Position!    Hips 

firm  and  feet — close!   Head  firm  and  feet — open!   (Repeat  varying 
order.) 

2.  Hips — firm!   Alternate  foot  placing  forward,  heel  raising  and  knee 

bending  in  series — Begin!    Stop!    Position!  (See  Lesson  V — 8B.) 

3.  Arms  sideways — raise !   Arm  rotation — One !   Two !   etc.   Position ! 

4.  Arm  stretching  upward  and  downward  in  series — Begin !   Stop ! 

240 


PHYSICAL   EDUCATION — EIGHTH   GRADE   A 


5.  Hips — firm !   Heels — raise !    Knees  deep — bend !  Head  to  left — twist ! 

Forward— twist!  Right — twist!    Forward— twist !  Knees— stretch ! 
Heels — sink!   Position! 

6.  Hips  firm  and  left  foot  forward — place!    Trunk  to  left — twist!    To 

left— bend!  Raise!  Forward— twist !  Position!    (Repeat  to  right.) 

7.  *Hips— firm!  Free  jump  forward  with  two  start  steps.   One!  (Step 

with  left.)  Two!  (step  with  right.)  Three!  Four!  (Jump  forward.) 
Five!1    (Knees— stretch)  Six!    (Heels— sink!)    Position! 

8.  Deep  breathing. 

LESSON  II. 

October — February 

1.  Left  face,  one  side  step  to  left  and  left — face!  (Same  to  right.) 

2.  Hips — firm!    Heels — raise!    Knees  deep — bend!  Stretch!    Position! 

3.  Chest — raise!  Sink! 

4.  Arms  upward — bend!  Arms  slowly  upward — stretch!   (Repeat  bend- 

ing and  stretching  to  command.)    Position! 

5.  *Hips — firm !  Slow  march  forward  with  alternate  knee  bending  and 

stretching — Begin!     One!     (Left    knee    upward — bend!)     Two! 
Knee  forward — stretch!)    Three!    (Step  forward  with  left  foot 
raising  heel  of  backward  foot.)    Stop!    Position! 
8.  Deep  breathing  with  outward  turning  of  hands — One!  Two! 

LESSON  III. 

November — March 

1.  About  face  and  two  steps  forward — march!    About  face  and  two 

steps  backward — march!   (Use  any  arm  exercises.) 

2.  Hips — firm !  Heels — raise !  Alternate  knee  bending  upward — Begin ! 

Class — halt!    One!    Two!    Position! 

3.  Hands  outward  turn  and  head  backward — bend !  Hands  return  and 

head  raise! 

4.  Arms  sideways,  upward  and  downward,  twice  in  each  direction — 

stretch ! 

5.  Head  firm!    Left  foot  forward — raise!    Left  knee  upward — bendl 

Stretch!   Position!    (Repeat  whole  exercise  raising  right  foot.) 

241 


COURSE    OF    STUDY 


6.  Hips  firm  and  feet   sideways — place!    Trunk   forward — bend!     To 

left—twist!    Forward— twist!    To  right — twist!    Forward— twist ! 
Trunk — raise  !   Position ! 

7.  (a)  Free  jump  in  place  with  sideways  flinging  of  arms  in  series — 

Begin!  Stop! 

(b)  Hips — firm!     Free  jump  forward  with  two  start  steps.     (See 
Lesson  I.)    Position! 

(Use  (a)  and  (b)  on  alternate  days.) 

8.  Deep  breathing. 

LESSON  IV. 

November — March 

1.  Hips — firm!  Feet — close!    Position!    Head — firm!    Feet  sideways — 

place!    Position!    Arms  upward — bend!    Position!    (Repeat  vary- 
ing order  of  exercises.) 

2.  Hips — firm!  Alternate  foot  placing  outward  with  heel  raising  and 

knee  bending  in  series — Begin!  Stop!  Position!     (See  Lesson  V — 
8B.) 

3.  Head — firm!    Head  backward — bend!    Raise!    Position! 

4.  Left  arm  sideways,  right  arm  upward — stretch !    Arm  changing  in 

series — Begin !    Stop !    Arms  downward — stretch ! 

5.  Arms — forward — raise  !  Heels — raise !  Knees — bend !  Arm  parting — 

One!    Two!    One!    Two!    Knees — stretch!   Position! 

6.  Hips — firm!    Left  foot   forward — charge!    Trunk  forward — bend! 

Raise!    Foot — replace!     (Repeat  with  right  foot  forward.)     Po- 
sition ! 

7.  Hips — firm !  Left  foot  forward — raise  !  Swing  step  forward  and  back 

hopping  on  each  step — Begin !    Class — halt !   Position ! 

8.  Arm  circumduction  with  deep  breathing — One!   Two!    Three! 

LESSON  V. 

December — April 

1.  Left  face,  one  side  step  to  left  and  left — face!    (Repeat  to  right.) 

242 


PHYSICAL   EDUCATION — EIGHTH   GRADE   A 


2.  Hips — firm    and    feet — close!     Heels — raise!     Sink!     Feet — open! 

Close!    Repeat  in  series— Begin !    Class— halt!    One!    Two!    Po- 
sition ! 

3.  Arm  circumduction — One!  Two!   Three! 

4.  (Omit.) 

5.  Hips — firm!   Slow  march  forward  with  alternate  knee  bending  and 

stretching— Begin !   Stop!   Position!    (See  Lesson  II.) 

6.  Arms  upward— bend!    Arms  sideways— stretch !    Trunk  forward- 

bend!    Raise!    (Repeat  whole  exercise,) 

7.  Hips  firm !    Free  jump  forward  with  two  start  steps.    Position ! 

8.  With  deep  breathing,  head  backward — bend!    Raise! 

LESSON  VI. 

December — April 

1.  Hips — firm!   Head — firm!   Position!    One  (two  or  three)  steps  for- 

ward (or  backward) — march! 

2.  *Hips— firm !  Arms  sideways  fling  and  left  (or  right)  foot  forward- 

place!    Hands  turn  and  heels — raise!    Hands  return  and  heels — 
sink!    Hips  firm  and  foot — replace!    Repeat  in  rhythm — Begin! 
Stop!   Position!    (Second  week  use  foot  sideways.) 

3.  Chest — raise!   Sink! 

4.  Arms  upward — bend!    Arms  slowly  upward — stretch!    Bend!    Po- 

sition ! 

5.  Hips — firm!   Heels — raise!   Head  firm  and  knees — bend!   Hips  firm 

and  knees — stretch!    Heels — sink!    Position! 

6.  Hips  firm  and  feet  sideways — place  !   Trunk  forward — bend !   Trunk 

to  left — twist!    To  right— twist!    Forward— twist !    Trunk— raise! 
Position ! 

7.  Hips — firm !   Left  foot  sideways — raise !   Change  feet  in  series,  hop-. 

ping  once  on  every  step — Begin!    Class — halt!    One!    Two!    Po- 
sition. 

8.  Deeps  Breathing. 

LESSON  VII. 

January — May 
1.   (Steps  forward  or  backward  with  facings  left  or  right.) 

243 


COURSE    OP    STUDY 


2.  *Hips  firm  and  feet  sideways — place!    Left  knee — Bend!    Stretch! 

Right  knee — bend!  Stretch!  Repeat  bending  in  series — Begin! 
Stop!  Position!  (Face  right  or  left  before  this  exercise  to  allow 
space,) 

3.  Head    backward — bend!     Head — firm!     Hands — position!     Head — 

raise ! 

4.  Arms  forward,  sideways,  upward  and  downward — stretch!    Repeat 

in  series — Begin !  Stop ! 

5.  Arms  sideways  and  left  foot  forward — raise !    Right  knee — bend ! 

Stretch!   Position!    (Repeat,  raising  right  foot.) 

6.  (Review  any  of  the  preceding  exercises  in  this  group,  varying  the 

selection  from  day.  to  day.) 

7.  (a)  Hips — firm!    Free  jump  forward.    Position! 

(b)  Hips — firm!  Free  jump  sideways.  Position!  (Face  class  left  or 
right  before  jump.)     (Use  (a)  and  (b)  on  alternate  days). 

8.  Arm  raising  sideways  with  heel  raising  and  deep  breathing— One ! 

Two! 

LESSON  VIII. 

January — May 

1.  (Use  any  preceding  exercises  in  this  group). 

2.  Hips  firm  and  knees — bend !  Head  firm  and  knees — stretch !   Repeat 

in  rhythm — Begin !   Stop !   Position ! 

3.  Arms  forward,  upward — raise!   Arm  parting — One!   Two!  Position! 

4.  (Omit). 

5.  Hips — firm !   Slow  march  forward  with  alternate  knee  bending  and 

stretching— Begin !    Stop!  Position!    (See  Lesson  II.) 

6.  Arms   forward — bend!     Trunk  forward — bend!     Arms   sideways — 

fling!    Arms — bend!    Trunk — raise!    Position! 

7.  (Review  any  of  the  preceding  exercises  in  this  group,  varying  the 

selection  from  day  to  day.) 

8.  Arms  upward — bend !  Deep  breathing  with  slow  arm  stretching  side- 

ways (palms  up) — One!  Two!    Position! 

244 


PHYSICAL  EDUCATION — EIGHTH  GRADE  A 


EIGHTH  GKADE  GAMES. 


Schoolroom. 
Zig  Zag  Ball. 
Arch  Ball. 
Blind  Man  Tag. 
Last  Man. 
School  Eoom  Tag. 
Seat  Tag. 
Simon  Says. 
Catch  Basket. 
Going  to  Jerusalem, 
Keep  Awake. 


Plat/ground  or  Assembly  Hall. 

Three  Deep  (Vis-a-Vis). 

Dodge  Ball. 

Arch  Ball. 

Arch  Ball  (with  basket  ball 
throw). 

Shuttle  Eelay. 

Zig  Zag  Ball. 

Circle  Call  Ball  in  teams. 

Japanese  Tag. 

Maze  Tag. 

German  Bat  Ball. 
*Burning  Ball. 

Volley  Ball. 

Keep  Awake. 
*End  Ball. 
*Stand  Ball. 
*Newcomb. 

Ladysmith. 

Line  Ball  (changing  captains). 


Note. — Teachers  may  review  games  used  in  any  preceding 
grade. 


245 


COURSE    OF    STUDY 


Fire  and  Accident  Prevention 

A  committee  of  principals  and  teachers  has  worked  out  the 
following  suggestive  courses  in  Fire  and  Accident  Prevention. 
These  courses  are  printed  here  to  invite  a  study  and  considera- 
tion of  them  by  the  teacher.  Teachers  are  expected  to  give 
such  parts  of  the  course  only  as  they  find  it  possible  to  give  in 
and  through  other  subjects.  There  is  much  in  each  of  these 
courses  that  can  be  used  to  advantage  in  the  regular  work  in 
physiology  and  hygiene.  There  are  also  other  portions  that  can 
be  used  to  advantage  in  the  work  in  language  and  that  will  also 
reinforce  the  work  in  civics.  The  exact  place  which  these  will 
ultimately  take  in  our  Course  of  Study  is  not  established.  The 
courses  are  presented  rather  as  a  study. 


Accident  Prevention 

FIRST  GRADE. 

COMMON  ACCIDENTS  AT  HOME. 

Do  not  leave  pails  or  other  obstacles  on  stairways.  Stair- 
ways should  always  be  well  lighted.  Three  thousand  one  hun- 
dred and  one  out  of  one  hundred  thousand  accidents  occurred  on 
stairs  and  steps. 

Do  not  allow  round  or  sharp  things  to  remain  on  floors. 

Do  not  scuffle  or  play  in  dangerous  places. 

Do  not  play  with  matches,  fire,  toy  pistols,  etc.  Caution 
about  handling  hot  water.  Two  thousand  nine  hundred  and 
sixty-nine  out  of  one  hundred  thousand  accidents  occurred  by 
burns  or  scalds. 

Caution  about  sitting  in  or  leaning  out  of  high  windows. 

Splinters  in  hands  or  feet. 

Caution  in  the  use  of  illuminating  gas. 

246 


ACCIDENT  PREVENTION — THIRD   GRADE 


Properly  shut  off  when  not  in  use. 
Leaks  should  be  repaired  at  once. 
Do  not  take  a  light  or  strike  a  match  in  a  room  where 
gas  has  been  leaking. 

Caution  about  putting  things  in  the  mouth  with  which  pupils 
are  not  familiar,  such  as  medicines,  samples  of  things  that 
have  been  left  at  doors,  plants,  etc. 

Caution  about  running  with  sharp  or  pointed  things  in 
hands  or  mouth. 

SECOND  GRADE. 

COMMON  SCHOOL  ACCIDENTS. 

Responsibility  for  the  care  of  younger  children. 

Danger  of  pushing,  shoving  or  tripping  others. 

Danger  of  riding  a  bicycle  or  roller  skating  in  the  school 

yard. 

Danger  from  throwing  snow  balls,  stones  or  other  things. 

Necessity  for  order  in  fire  drill. 

Care  for  ourselves  and  for  others  in  games  and  at  periods 

of  relaxation. 

THIRD  GRADE. 

STREET  ACCIDENTS. 

The  traffic  officer. 

Care  for  small  children  and  old  people  on  the  street. 

Caution  in  crossing  a  street.  Cross  streets  only  at  regular 
crossings. 

Caution  about  catching  on  to  vehicles. 

Do  not  play  in  the  street. 

Do  not  play  ball  or  throw  snow  balls  in  the  street.  Why 
is  there  a  city  ordinance  against  doing  these  f 

Never  touch  a  wire  that  has  fallen  to  the  street.  In  case 
you  find  one  down  stand  guard  over  it  till  someone  comes  and 
have  him  notify  the  wire  department  of  the  Rochester  Railway 
and  Light  Company,  at  once.  If  you  see  a  person  in  contact 
with  a  live  wire  be  sure  not  to  touch  any  part  of  his  body.  You 

247 


COURSE    OF    STUDY 


can  pull  Mm  away  by  Ms  clothing  or  push  the  wire  from  him 
with  a  piece  of  wood  or  board  with  safety.  In  such  cases  act 
quickly. 

Street  Accidents  in  New  York,  1912 : 

Killed  by  Auto 201 

Killed  by  Trolley 121 

Killed  by  Wagons 164 

486 

Injured  by  Auto 1260 

Injured  by  Trolley 667 

Injured  by  Wagons 297 

2224 
Total 2710 

References : 

"Street  Accidents  in  New  York."— Lit.  Dig.,  46:  32. 

FOURTH  GRADE. 

STREET  CAR  ACCIDENTS. 

Consideration  for  the  safety  of  others. 

Do  not  board  a  car  that  is  in  motion. 

Do  not  alight  from  a  car  in  motion. 

When  alighting  from  a  car  always  face  in  the  direction  in 
which  the  ear  is  going. 

Do  not  cross  opposite  bound  tracks  from  behind  a  car. 

Do  not  run  in  front  of  a  moving  car. 

Do  not  step  from  a  car  in  front  of  a  moving  vehicle. 

Caution  not  to  get  caught  between  two  cars. 

Do  not  stand  on  the  running  board  or  steps  of  cars. 

References : 

Chamber  of  Commerce  " Accident  Prevention." 
"Needless    Slaughter    in    Street    Cars." — Everybody's, 
16:344. 

248 


ACCIDENT  PREVENTION — SIXTH  GRADE 


FIFTH  GEADE. 

TRAVEL  ACCIDENTS. 

Out  of  100,000  accidents  in  which  the  leading  accident  in- 
surance companies  have  been  concerned,  29,726  were  travel  acci- 
dents, for  which  these  companies  paid  $2,432,245. 

Eailroad  wrecks,  their  cause  and  what  is  being  done  to  pre- 
vent them. 

"Safety  First "  campaigns  of  street  car  companies. 
Speed  regulations  for  automobiles  and  motorcycles. 
Protection  and  care  at  grade  crossings. 
Traffic  regulations. 

Keep  on  the  right  side  of  street. 
Care  when  turning  and  at  sharp  corners. 
Lights  on  vehicles  at  night. 

Dangers  from  standing  on  the  platform  of  a  car  or  of  let- 
ting any  part  of  body  project  from  a  moving  car. 

Eef  erences : 

"Eailway  Accidents.  "—Outlook,  103:46-95:507. 
"Twelve  Months  of  Train  Wrecks. "—Lit.  Dig.,  46:452. 
"American  E.   E.   Accidents — A   Safety  First   Cam- 
paign."— Review  of  Revieivs,  47 :327. 

SIXTH  GEADE. 
INDUSTRIAL  ACCIDENTS. 

The  right  of  the  worker  to  be  protected  from  accident. 
Dangerous  types  of  employment. 
Purpose  of  factory  inspection  by  State  and  City. 
Safeguards  on  machinery  and  dangerous  places. 
Foolishness  of  taking  unnecessary  risks. 
Consideration  for  other  workers. 

Eef  erences : 

"Our      Industrial      Juggernaut.  "—World 's       Work, 
11:7257.    Everybody's,  16:146. 

249 


COURSE    OF    STUDY 


"What  a  Boy  Can  Risk."—  Survey,  23:9-11. 
4 'Factory  Girls'  Dangers."— Outlook,  97:817. 
"  Industrial  Accidents. "  —Survey,  26:1. 
"Just  Wops."— Everybody's,  25:578. 
"Work  Hazards  that  go  into  a  Loaf  of  Bread."—  Sur- 
vey, 26 :804. 

SEVENTH  GRADE. 

SAFE  LIVING  CONDITIONS. 

Duties  of  the  Fire  Marshal. 

The  Building  Codes  of  Rochester.  (A  copy  can  be  obtained 
at  the  office  of  the  Fire  Marshal.) 

Discuss  the  essential  elements  of  safety  in : 

a.  A  single  dwelling. 

b.  A  two  family  apartment. 

c.  A  tenement  house. 

EIGHTH  GRADE. 

ECONOMIC  Loss  THKOUGH  ACCIDENTS. 

Discuss  with  the  class  the  great  economic  loss  involved 
when  society  loses  the  life  production  of  some  boy  or  girl  who 
has  beeen  killed  by  accident. 

What  it  means  to  the  family  when   the    father,  the  wage 
earner,  is  killed  or  incapacitated  by  accident. 
The  economic  value  of  an  arm  or  an  eye. 
Discuss  in  a  general  way: 

Employers '  Liability  Laws. 
Workingmen's  Compensation  Acts. 
Accident  Insurance. 


250 


FIRE  PREVENTION — FIRST  GRADE 


Fire  Prevention 

KINDEEGAETEN. 

I.  Slogan — < '  Do  not  play  with  matches ! ' ' 

"Do  not  go  near  the  fire!" 

II.  Number  of  recitations : 

Two  or  three  talks. 

III.  Our  own  fire  drill : 

Careful  explanation  to  children  as  to  just  what  fire  drill 
means — necessity  for  absolute  attention,  obedience, 
promptness  and  following  the  child  just  ahead. 

During  fire  drill  walk  with  your  hands  at  your  sides. 

IV.  The  Fireman : 

Here,  as  with  our  other  helpers,  the  emphasis  is  placed 
upon  the  characteristics  of  the  fireman — his  courage, 
promptness,  obedience,  helpfulness,  etc.  This  is 
brought  out  through  experiences  and  stories. 

V.  Collect  pictures  of  fire  horses,  etc. : 

Note  1.  If  a  fire  house  is  close  enough  to  school  it  may  be 

used  as  the  objective  point  of  a  morning  walk. 
2.  A  burnt  finger  or  the  passing  of  a  fire  wagon  will 
offer  sufficient  reason  for  a  talk. 

VI.  School  Library : 

"Fire  Fighters  and  their  Pets."—  Sixth  Grade  Library. 

FIEST  GEADE. 

I.  Slogan — "Let  us  avoid  fires  by  being  clean  and  careful,"  or 

"Do  not  strike  matches,  they  will  surely  burn  you!" 

II.  Number  of  recitations  (To  be  determined  later)  : 

III.  Causes  and  Prevention.     (Emphasize  PEEVENTION  and 
What  can  I  do  to  help?) : 

Note.  Take  only  what  your  class  is  ready  for. 

251 


COURSE    OF    STUDY 


a.  Lack  of  cleanliness. 

1.  Our  yards  at  home — What  can  I  do  to  clean  up  ? 

b.  Fires  start  from 

1.  Matches,  candles,  lamps. 

c.  Fires  spread  by 

.1.  Carelessness. 

2.  Leaving  bonfires  unwatched. 

d.  Children  get  burned  by 

1.  Playing  (running)  near  stoves  and  fireplaces. 

2.  Playing  near  bonfires. 

3.  Carelessness  about  lamps,  Christmas  trees,  etc. 

4.  Striking  matches. 

5.  Fireworks  on  Fourth  of  July. 

IV.  Our  own  fire  drill : 

a.  Why  we  have  it. 

b.  Necessity  for  promptness  and  order. 

c.  Recognition  and  knowledge  of  gongs. 

V.  The  fireman  (or  the  fire-dog) : 

a.  Visit  firehouse. 

Emphasis   placed   here   as  in  kindergarten  on  charac- 
teristics. 

VI.  Collect  pictures. 

VII.  References: 
Reynolds  Library: 

"  Concerning     Jess — A     True     Dog     Story." — Harp. 

Weekly,  Jan.  14,  '11. 

"Fire  Crackers."— #£.  Nicholas,  July,  '10. 
"How  to  Interest  Children  in  Fire  Protection." — Am. 

City,  Jan.,  '13. 
School  Library: 

"Fire  Fighters  and  their  Pets." — Sixth  Grade  Library. 
"Fire  Brands." — Fourth  Grade  Library. 

SECOND  GRADE. 

I.  Slogan — "In  case  of  fire,  smother  it." 

IT.  Number  of  recitations  (To  be  determined  later) : 

252 


FIRE    PREVENTION — SECOND    GRADE 


III.  Causes  and  Prevention   (Emphasize  PREVENTION  and 
What  can  I  do  to  help?): 

Note — Take  only  what  your  class  is  ready  for. 

a.  Lack  of  cleanliness. 

1.  Our  yards  at  home — the  cellar  and  attic — what  can 
I  do  to  clean  up? 

b.  Fires  start  from 

1.  Matches,  candles,  lamps,  gas  jets. 

a.  Necessity  for  proper  receptacle  for  used  and 

unused  matches. 

b.  Rats  and  mice  eat  match  heads  and  start  fires 

when  matches  are  about  loose. 

c.  Note  the  best  kind  of  matches  to  prevent  fire. 

Show  children  a  box  of  safety  matches. 

c.  Fires  spread  by 

1.  Carelessness. 

Never  leave  a  bonfire  until  it  is  out. 

2.  Fright. 

If  you  see  even  a  tiny  fire  pour  water  on  it  or 
throw  a  rug  on  it  and  call  an  older  person. 

IV.  Our  own  fire  drill. 

a.  Why  we  have  it. 

b.  Necessity  for  promptness  and  order. 

c.  Recognition  and  knowledge  of  gongs. 

d.  Instances  of  effectiveness  of  school  fire  drills  in  our  own 

city. 

V.  Practical  application  to  child: 

a.  Children  get  burned  by 

1.  Playing  near  stoves  or  fireplaces. 

2.  Playing  near  bonfires. 

3.  Carelessness  about  lamps,  Christmas  trees,  etc. 

4.  Fireworks  on  Fourth  of  July. 

b.  What  to.  do  in  case  you  catch  fire : 

1.  Smother  it  with  anything  near  by — a  coat,  blanket 

or  rug. 

2.  Do  not  run. 

253 


COURSE    OF    STUDY 


VI.  Fire  horse: 

a.  Visit  fire  house.  , 

1.  Note  orderliness  of  house. 

2.  Care  of  and  love  for  horses  by  firemen. 

3.  Characteristics    of    horses — their    gentleness     and 

power,  etc. 

4.  Work  of  horses. 

VII.  Collect  pictures. 

VIII.  Eeferences : 
Reynolds  Library : 

"How  to  Interest  Children  in  Fire  Protection." — Am. 

City,  Nov.,  »11. 
School  Library: 

Publications  of  Rochester  Chamber  of  Commerce. 

"Fire  Fighters  and   Their  Pets."— Sixth  Grade  Li- 
brary. 

"Fire  Brands." — Fourth  Grade  Library. 

THIRD  GRADE. 

I.  Slogan — "Good  housekeeping  means  few  fires." 

II.  Number  of  recitations  (To  be  determined  later). 

III.'  Causes  arid  Prevention   (Emphasize  PREVENTION  and 

What  can  I  do  to  help?)  : 

•Note — Take  only  what  your  class  is  ready  for. 

a.  Lack  of  cleanliness — Children  may  copy  statements  1,  2, 
3  and  4  for  a  language  exercise,  or  may  make  a  decla- 
ration in  writing, ' '  I  will  not  carry  a  lighted  candle  into 
a  closet,"  etc. 

1.  Rubbish  heaps  are  fire  breeders. 

2.  Attics  and  cellars  should  be  kept  clean  and  free  from 

materials  that  will  burn. 

3.  Hot  ashes  carelessly  thrown  against  wooden  steps 

or  fences,  or  placed  in  wooden  barrels  will  start  a 
fire. 

4.  Lamps  should  be  kept  very  clean. 

254 


FIRE    PREVENTION — THIRD    GRADE 


b.  Fires  start  from 

1.  Matches — See    that   the   match   is    out   before    you 

throw  it  down.    Keep  matches  in  a  tin  box. 

2.  Lamps — Do  not  play  or  run  about  a  table  with  a 

lamp  upon  it.    Never  fill  lamps  at  night. 

3.  Candles — Do   not   hold   a   candle   near   you  if  you 

must  carry  it.  Many  children  dressed  in  outing 
flannel  have  been  dreadfully  burned  from  a  lighted 
candle  or  match.  Do  not  carry  a  candle  into  a 
closet. 

4.  Do  not  light  a  gas  jet  near  an  open  window;  it  may 

set  the  curtains  afire. 

5.  Stoves — Stoves  should  not  become  overheated. 

Clothing  should  not  be  hung  near  a  hot  stove. 

c.  Fires  spread  by 

1.  Holiday  causes 

a.  Fourth  of  July. 

b.  Christmas  trees. 

2.  Carelessness 

a.  Do  not  leave  a  fire  until  it  is  out. 

3.  Fright — If  you  see  even  a  tiny  fire  pour  water  on 

it  or  smother  it.  Call  an  older  person.  Do  not 
leave  it. 

IV.  Our  own  fire  drill  : 

a.  Why  we  should  have  it. 

b.  Necessity  for  promptness  and  order. 

c.  Eecognition  and  knowledge  of  gongs. 

d.  Why  all  outside  doors  should  open  out. 

V.  Practical  applications  to  children: 

a.  How  children  get  burned. 

b.  What  would  you  do  in  case  you  caught  fire? 

c.  How  to  treat  burns  and  scalds  (Physiology). 

VI.  Fire  heroes: 

What  are  the  characteristics  of  a  hero? 
Why  is  every  fireman  a  hero  ? 

VII.  Collect  pictures. 

255 


COURSE    OF    STUDY 


VIII.  References : 
School  Library: 

"Fire  Brands."— Grade  V. 

"Fire  Fighters  and  their  Pets."— Chapters  IV  and  V 

—Sixth  Grade  Library. 
Rochester  Chamber  of  Commerce  Publications. 

Reynolds  Library : 

"Greater  Love   Hath  No   Man."— Harper 's   Weekly, 

June  25,  1910. 

"Fire  Crackers. "—£1  Nicholas,  July  1910. 
"Mike  Hester's  Miracle."— Harper's  Weekly,  Nov.  23, 

1912. 

FOURTH  GRADE. 

I.  Slogan — "Property  destroyed  by  fire  is  gone  forever  and 

can  never  be  replaced." 

II.  Number  of  recitations  (To  be  determined  later). 

III.  Our  own  fire  drill : 

Each  grade  should  be  taken  about  the  building  noting  all 
fire  gongs.  The  fire  code  for  your  school  should  be 
studied  and  at  least  one  child  in  a  grade  should  set 
off  the  gong.  It  will  add  greatly  if  at  this  time  the 
whole  school  may  respond  to  the  gong. 

IV.  Practical  applications  to  children: 

a.  What  to  do  in  case  you  catch  fire. 

b.  What  to  do  in  case  you  discover  a  fire. 

c.  How  to  treat  burns  and  scalds  (Physiology). 

V.  Preparation  by  city  for  calling  fire  departments. 

a.  Visit  firebox  nearest  school  and  learn  how  it  operates. 

b.  Report  to  teacher  the  location  of  firebox  nearest  each 

child's  home. 

c.  Phone  number  of  station  nearest  school — nearest  home. 

Note — Penalty  for  false  alarm. 
VI.  Collect  pictures  and  news  items : 

Note — These  news  items  will  amply  supply  lines  of  thought 
for  class  talks. 

256 


FIRE  PREVENTION — FIFTH  GRADE 


VII.  "Fire  Brands "  Eeading. 

VIII.  Eeferences : 

Because  "Fire  Brands "  meets  the  need  so  perfectly,  other 
references  are  unnecessary,  except  as  the  pupils  may 
bring  in  news  items,  etc. 

FIFTH  GRADE. 

I.  Slogan — "An  ounce  of  prevention  is  better  than  a  pound  of 

cure,"  or  "National  waste  impoverishes  the  nation  as  fam- 
ily waste  impoverishes  the  household. " 

II.  Number  of  recitations  (To  be  determined  later). 

III.  Fire  waste : 

a.  Its  extent: 

1.  Rochester's  latest  report  for  year. 

How  much  per  month?  per  week?  per  capita? 

2.  U.  S.  Report. 

b.  Its  Economic  Significance. 

1.  Does  fire  insurance  replace  property? 

2.  Fire  insurance  makes  it  necessary  for  the  merchant 

to  charge  more  for  goods.     Who  pays  the  fire  in- 
surance ? 

3.  Labor  expended  in  replacing  burned  property  might 

have  been  spent  upon  increasing  amount  of  prop- 
erty. 

4.  What  does  it  mean  to  a  nation  to  have  large  tracts  of 

lumber  burned? 

5.  The  government  requires  the  use  of  oil  in  forest  en- 

gines.   Why? 

6.  What  is  the  best  way  to  build  a  fire  that  will  not 

spread? 

Note — The  best  place  to  study  this  is  in  connection 

with  the  studying  of  lumbering  in  Geography. 
When  studying  about  mines  note  explosions  from 

"fire-damp." 

c.  Cause  and  Prevention : 

Note — If  possible  find  causes  in  Rochester  and  per  cent 
of  fires  that  come  from  same  causes.  Also  note 
news  items. 

257 


COURSE    OF    STUDY 


Note — Take  only  what  your  class  is  ready  for. 

1.  Lack  of  Cleanliness. 

2.  Smoking. 

a.  Homes. 

b.  Factories  (oily  floors). 

c.  Garages  (gasoline). 

3.  Fires  start  from 

a.  Matches. 

b.  Lights — note  necessity  for  protecting  lights. 

c.  Heating — 

1.  Defective  chimneys  and  flues. 

2.  Neglected  furnaces. 

3.  Over-heated  stoves — note  how  stoves  should 

be  put  up — zinc  on  floor  and  wall,  etc. 

4.  When    starting    fires    in    stoves — NEVER 

use  kerosene. 

d.  Explosives— 

1.  Gasoline — note  proper  care  of. 

2.  Oils. 

Note — Shipment    and    storage    of    explo- 
sives. 

IV.  Practical  application  to  pupil : 

a.  How  to  treat  burns  and  scalds  (Physiology). 

b.  What  would  you  do  if  you  caught  fire ! 

c.  What  would  you  do  if  your  house  caught  fire? 

V.  Our  own  fire  drill  (review)  : 

a.  Talk  on  necessity  for,  etc. 

b.  At  least  one  child  strikes  gong  during  study. 

c.  Location  of  firebox  on  street  nearest  school. 

d.  Location  of  firebox  nearest  pupil's  home. 

e.  Station  number  of  phone. 

f .  Penalty  for  false  alarm. 

VI.  Class  exercise: 

Each  child  write  one  rule  which  if  carried  out  would  help 
prevent  fire  waste,  e.  g.,  A  clean  city  has  few  fires — or 

258 


FIRE    PREVENTION — FIFTH    GRADE 


Class  may  co-operatively  frame  up  a  pledge  in  answer  to  the 

question,    "Will  you  be  a  Fire  Warden  and  a  Life 

Saver!"  e.  g.,  I  will  put  out,  or  leave  in  perfect  safety, 

any  bonfire  that  I  may  build — or 
Class  may  co-operate  in  framing  up  rules  for  the  prevention 

of  fire  at  home,  e.  g.,  Do  not  put  hot  ashes  in  a  wooden 

barrel. 
Note — Very  interesting  and  valuable  data  may  be  framed 

up  by  these  grades.    The  Committee  on  Fire  Prevention 

will  be  glad  to  see  this  work  and  edit  it. 

VII.  Collect  pictures,  news  items  and  magazine  articles. 

VIII.  Eeferences: 
Eeynolds  Library: 

1.  "Fight  Against  Forest  Fires." — Nat.  Geog.  Mag.,  July 

1912. 

2.  "Forest  Fires. "—Scientific  American,  Jan.  13,  1912. 

3.  "Enormous  Waste  in  TI.S."- -Scientific  American,  Jan. 

15,  1912. 

4.  "Appalling  Fire  Hazards  in  America." — Current  Lit- 

erature, Jan.,  1912. 

5.  "The  Land  We  Live  In."— Price. 

6.  "Practical  Forestry. "—Gifford. 

7.  i  i  Camp  Fire  and  How  to  Make  It. ' '  —Country  Life,  June 

9,  1912. 

8.  "Firedamp." — Review  of  Reviews,  Vol.  43,  p.  372. 

9.  "What  Forest  Fire  Means."— World's  Work,  Vol.  17. 

10.  "Fire  Making  in  the  Old  Days."— St.  Nicholas,  Dec. 
1912. 

11.  "Fires  a  Woman  Can  Put  Out."  —Ladies'  Home  Jour- 
nal, Oct.,  '12. 

12.  "How  to  Act  in  Case  of  Fire." —Scientific  American, 
May  28,  1910. 

13.  "How  to  Interest  Children  in  Fire  Protection."  —Am. 
City,  Jan.,  1913. 

School  Library : 

1.  "The  Significance  of  Our  Fire  Waste." 

259 


COURSE    OF    STUDY 


2.  "Fire  Prevention. " 

3.  "Individual  Fire  Fighting. " 

4.  U.  S.  Bulletin  418. 

5.  "Fire  Brands. " — Fourth  Grade  Library. 

SIXTH  GEADE. 

I.  Slogan — "Prevent  big  fires  by  extinguishing  small  ones." 

II.  Number  of  recitations  (To  be  determined  later). 

III.  Practical  application  to  pupil: 

a.  Burns   and   scalds — their   treatment   and   care    (Physi- 

ology). 

b.  What  would  you  do  in  case  you  or  your  house  caught 

fire? 

IV.  Our  own  fire  drill : 

a.  Necessity  for — note  cases  in  city. 

b.  At  least  one  pupil  strike  gong  in  study. 

c.  Location  of  firebox  on  street  nearest  school. 

d.  Location  of  firebox  nearest  pupil's  home. 

e.  Station  number  on  phone. 

f.  Penalty  for  false  alarm-— cost  to  city. 
V.  Rochester's  Fire  Department: 

a.  Visit  Fire  House. 

1.  Equipment. 

2.  Organization. 

3.  Cost  to  city. 

b.  Just  what  happens  when  the  fire  alarm  is  rung? 

c.  Eochester  's  Fire  School. 

1.  What  training  required — type  of  men,  etc. 

2.  Note  schools  of  other  cities. 

VI.  The  Development  of  the  Fire  Department : : 

a.  "Bucket  Brigade. " 

b.  Volunteer  Department. 

c.  1914  Department. 

VII.  Collect  pictures,  magazine  articles,  news  items. 

260 


FIRE    PREVENTION — SIXTH    GRADE 


VIII.  Eeferences: 

Reynolds  Library : 

1.  "Mike  Hester's  Miracle." — Harper's  Weekly,  Nov.  23, 
1912. 

2.  " Fire  Service  of  Rochester." — Mathews. 

3.  "The    Fire    Department— An    Afternoon    With    Chief 

Croker."— Outlook,  Jan.  27,  1908. 

4.  Training  and  Life  of  New  York  Firemen."  —Am.  Maga- 
zine, May,  1906. 

5.  "How   Jim    Cosgrove    Finished." — Harper's    Weekly, 

Feb.  27,  1909,  Vol.  53. 

6.  "Notable  Fires — Story  of  Volunteer  Fire  Department 

of  New  York."— Geo.  W.  Sheldon. 

7.  "Fire  Prevention. "—Croker. 

8.  "How  to  Act  in  Case  of  Fire." — Scientific  American, 
May  28,  1910. 

9.  "Smoke  Perils  at  Fires." — Scientific  American,  May  25, 

1907. 

10.  Syllabus  for  Public  Instruction  in  Fire  Prevention.  "- 
Am.  City,  March,  1912. 

11.  "Practical  Suggestions  for  Reducing  Fire  Losses." 
Am.  City,  Nov.,  11. 

12.  "Fire    Precautions  -  for    the    General    Public."— Am. 
Homes,  Sept.  13,  Mar.,  '10. 

13.  "Modern  Methods."—  Scientific  American,  Oct.  21, 1911. 

14.  "N.  Y.'s  Fire  College." — Scientific  American,  Oct.  21, 
1911. 

School  Library : 

1.  Rochester  Herald  Pictorial  Supplement,  June  2,  1912. 

2.  "Individual  Fire   Fighting. "  —R ochester  Chamber  of 

Commerce. 

3.  "Fire  Prevention."— Rochester  Chamber  of  Commerce. 

4.  "Fire  Fighters  and  their  Pets." — Sixth  Grade  Library. 

SEVENTH  GRADE. 

I.  Slogan — "Fire  prevention  is  better  than  fire  insurance,"  or 

261 


COURSE    OF    STUDY 


"Fire  insurance  does  not  replace  lost  property "  or  "50 
percent  of  fire  loss  is  preventable.  Will  you  help  to  pre- 
vent that  50  per  cent?" 

II.  Number  of  recitations  (To  be  determined  later). 

III.  Practical  applications  to  pupils : 

a.  Burns  and  scalds — their  treatment  and  cure   (Physiol- 

ogy). 

b.  What  would  vou  do  in  case  you  or  your  house  caught 

fire? 

IV.  Our  own  fire  drill  (review)  : 

V.  The  Chemistry  of  Fire  (Nature  Study)  : 

a.  What  is  fire  ? 

b.  Some  causes  of  combustion : 

1.  Gasoline  (storage — use  in  cleaning,  etc.). 

2.  Electricity  (note  wiring). 

3.  Powder  in  fireworks  (what  happens). 

VI.  Devices  for  Protection  (Nature  Study) : 

a.  Chemical  extinguishers  (how  made). 

b.  Automatic  sprinklers  (how  made). 

c.  Automatic  alarms  (how  made). 

VII.  What  should  every  large  building  have  in  order  to  guard 
against  fire?    (Visit  one). 

a.  For  Safety  of  Building: 

1.  Automatic  sprinklers. 

2.  Hand  appliances — sprinklers,  stand  pipes,  hose. 

3.  Automatic  alarms. 

4.  Fire  stops. 

5.  Self-closing  fireproof  doors. 

6.  Watchmen. 

b.  For  Safety  of  People  in  Building: 

1.  Exterior  fire  escapes. 

2.  Towers. 

3.  Enclosed  stairways. 

4.  Self-closing  doors  opening  out. 

262 


FIRE    PREVENTION— SEVENTH    GRADE 


VIII.  Fire  Insurance  (Arithmetic) : 
Compare  our  rates  with  foreign. 

Fire  costs  300  cents  per  capita  in  America  and  33  cents  in 
Germany — Why!  (See  "City  Life  and  Municipal 
Facts.") 

Compare  losses  in  American  cities  with  Germany,  etc. 

IX.  Historic  Fires  (American  History). 

X.  Collect  news  items  and  magazine  articles. 

XI.  Eeferences : 
Eeynolds  Library: 

1.  "Are   You  Eeally  Insured  Against  Fire?" — World's 

Work,  Vol.  17. 

2.  "Notable  Fires."— Geo.  W.  Sheldon. 

3.  "The  Department  Store  and  Its  Fire  Eisks. "Survey, 

April  15,  12. 

4.  "Elements  of  Factory  Fire  Protection. "  —Engineering 
Mag.,  June,  1912. 

5.  Practical  Fire  'Prevention. " — Engineering  Mag.,  June, 

1912. 

6.  "How  to  Act  in  Case  of  Fire." —Scientific  American, 
May  28,  1910. 

7.  "Fire  Prevention. "  —Croker. 

S.  "  Public  Safety  Department  of  Eochester,  '11." 

9.  "Will  Your  House  Burn?"  -World's  Work,  Vol  17. 

10.  "Factories  and  Their  Fire  Protection."— Archit.  Rec- 

ord, Vol.  27. 

11.  "Syllabus  for  Public  Instruction  in  Fire  Prevention." 

-Am.  City,  March  1912. 

12.  "Practical  Suggestions  in  Eeducing  Fire  Losses." — Am. 

City,  Nov.,  '11. 

13.  "Fire  Losses  of  1912."— Am.  City,  Feb.,  '13. 

14.  "Control  of  Fire  Through  Scientific  Methods. "  —Scien- 

tific American,  July  15, 1911. 

15.  "Historic  Fire. "  —  Scientific  American,  July  9,  1904. 

School  Library : 
1.  "Automatic  Sprinkler  Protection." 

263 


COURSE    OF    STUDY 


2.  "Individual   Fire   Fighting. ' '  —Rochester  Chamber  of 

Commerce. 

3.  "Fire  Prevention." — Rochester  Chamber  of  Commerce. 

4.  "Dangers  and  Chemistry  of  Fire."—  C.  Marls. 

5.  "Factories  and  Their  Fire  Protection." 

6.  "The  Significance  of  Our  Fire  Waste." 

7.  "Fire  Brands." — Fourth  Grade  Library. 

8.  Encyclopedia. 

EIGHTH  GRADE. 

I.  Slogan — "Right  civic  conscience  demands  right  building." 

II.  Number  of  recitations  (To  be  determined  later). 

III.  Practical  application  to  pupils  : 

a.  Burns   and   scalds — their  treatment   and  cure    (Physi- 

ology). 

b.  What  would  you  do  in  case  you  caught  fire?     If  your 

house  caught  fire  1 

IV.  How  the  city  guards  against  fires : 

a.  Fire  Companies  (review). 

b.  Water  Supply,  Source  of — how  conducted,  etc. 

c.  Building  laws — 

1.  Visit  a  building  in  your  neighborhood,  if  possible, 

that  meets  Rochester's  laws. 

2.  Draw  a  plan  of  it.    What  does  "fireproof"  mean? 

3.  Are  the  laws  adequate  as  proven  by  Rochester  fire 

history  ? 

4.  How  can  they  be  improved? 

5.  Walk  through  your  neighborhood  and  see  how  fire 

laws  are  met. 

V.  Collect  news  items  and  magazine  articles. 

VI.  References: 
Reynolds  Library : 

1.  "The  Department  Store  and  Its  Fire  Risks." — Survey, 

April  13, 1912. 

2.  "Elements  of  Factory  Fire  Protection." — Engineering 
Magazine,  August  12. 

3.  ' l  Fighting  the  Fire  Peril. ' ' 

264 


FIRE  PREVENTION— EIGHTH  GRADE 


4.  "Fire  Prevention  as  a  Municipal  Protection. ' ' — Sur- 
veyor, April  8,  1911. 

5.  "Effects   of   Fire   on   Building   Material. ' '—Scientific 

American  Supplement  17, 1910. 

6.  "Structural  Aspects  of  Fireproof  Dwellings."  Architec- 

tural Record,  Volume  25. 

7.  "Factories  and  Their  Fire  Protection." — Architectural 
Record,  Volume  27. 

8.  "Fire  Prevention." — Croker. 

9.  "Our  Wasteful  Nation. "—Cronan. 

10.  "Scientific  American  Reference  Book." 

11.  '  <  Public  Safety  Department  of  Rochester,  1911. ' ' 

12.  "Fire  Prevention."— Outloo k,  Sept.  12,  1908. 

13.  "Practical    Fire    Prevention. "  —Croker.     Engineering 
Magazine,  June  1912. 

14.  "How  to  Act  in  Case  of  Fire." — Scientific  American, 

May  28,  1910. 

15.  "Syllabus  for  Public  Instruction  in  Fire  Prevention." — 
American  City,  March  1912. 

16.  "Fire  Precautions  for  the  General  Public. " — American 
Homes,  Sept.  13,  March,  1910. 

17.  "Fire  Losses  1912."— American  City,  Feb.,  1913. 

18.  "How  to  Interest  Children  in  Fire  Protection." — Amer- 
ican City,  Jan.,  1913. 

19.  "The  Inflammable  Tenement. "  —McClure 's,  Oct.,  1911. 

School  Library : 

1.  "Individual  Fire  Fighting." — Rochester  Chamber  of 
Commerce. 

2.  "Fire  Prevention." — Rochester  Chamber  of  Commerce. 

3.  "Bulletins  and  Fire  Reports." 

4.  "Factories  and  Their  Fire  Protection." 

5.  "Fire  Prevention  Text  Book." 

6.  "Rochester's  Fire  Report." 

7.  "Careers  of  Danger  and  Daring." — Eighth  Grade  Li- 

brary. 

8.  "Town  and  City."—  Gulick. 

9.  Encyclopedia. 


COURSE  OF  STUDY 


General  Vocational  Course  For  Girls 

MADISON  PAEK  VOCATIONAL  SCHOOL   NO.   2 
WASHINGTON    VOCATIONAL    SCHOOL    NO.    26 

(Seventh,  Eighth  and  Ninth  Years). 
ELEMENTAEY. 

The  elementary  Vocational  work  is  planned  especially  for 
girls  of  the  Seventh  and  Eighth  Grades  who  are  not  going  to  high 
school,  and  who  intend,  on  leaving  the  grammar  school,  to  stay  at 
home  or  go  to  work.  Any  girl,  thirteen  years  of  age  and  over, 
who  has  completed  the  work  of  the  Sixth  A  Grade  may  take  this 
course. 

The  aims  are: 

1.  To  interest  the  girl  in  school  work  by  showing  the  prac- 

tical advantages. 

2.  To  give  an  adequate  idea  of  home-making. 

3.  To  lay  a  foundation  of  scientific  training  in  industrial  and 

home  affairs. 

4.  To  give  a  knowldge  of  women's  industries. 

5.  To  discover  individual  aptitudes. 

6.  To  train  for  efficiency. 

The  work  includes  two  year  courses  in  sewing,  cooking  and 
design,  in  addition  to  the  grade  work  corresponding  to  that  of 
the  seventh  and  eighth  grades. 

All  girls  who  complete  this  elementary  course  are  prepared 
to  enter  the  advanced  course  in  Madison  Park  Vocational  School 
or  to  enter  either  the  East  or  West  High  School. 

SEWING. 

The  sewing  course  includes  (1)  sewing,  (2)  millinery,  (3) 
textiles. 

1.  Sewing  covers : 

a.  Instruction  in  all  kinds  of  stitches  used  in  hand  sew- 
ing. 

266 


VOCATIONAL    COURSE    FOR    GIRLS 


b.  Use  and  care  of  sewing  machines,  both  lock  stitch  and 

chain  stitch.    The  use  of  attachments. 

c.  The  making  of  cooking  outfit,  aprons,  underwear,  chil- 

dren ?s  rompers  and  dresses,  kimonos,  and  cotton 
dresses. 

d.  Household  linens.       The  making  and  hemming  of 

sheets,  pillow  cases,  towels,   napkins,   and    table 
cloths. 

e.  Speed  tests  both  in  hand  and  machine  work. 

f .  The  use  of  patterns — altering,  cutting  garments,  sim- 

ple drafting  for  cuffs,  collars  and  yokes. 

g.  Mending  and  altering  garments. 

2.  Millinery: 

a.  The  use  of  materials — buckram,  wire,  velvet,  linen 

and  ribbon. 

b.  Altering  and  renovating  old  hats  and  trimmings. 

c.  The  making  and  trimming  of  simple  hats. 

3.  Textiles. 

The  study  of  textiles  is  to  be  carried  on  in  connection  with 
the  materials  used  in  dressmaking  and  millinery.  A  vari- 
ety of  samples 'of  the  different  classes  of  fabrics  (cotton, 
wool,  silk  and  linen)  is  to  be  brought  in  and  studied  as 
to  name,  cost,  wearing  qualities  and  uses. 

COOKING. 

1.  The  Study  of  Food. 

a.  Source  and  manufacture  of  the  food  products ;  their 

nature  and  properties. 

b.  Effect  of  heat  on  the  fundamental  food  substances. 

c.  Function  of  food  in  nutrition.     The  requirements  of 

the  daily  family  dietary. 

d.  Sanitation  in  the  production,  transportation  and  mar- 

keting of  food. 

2.  Cooking. 

a.  Preparation  of  typical  foods  of  the  starch,  sugar,  fat 

and  protein  groups. 

b.  Preparation  of  meals. 

267 


COURSE  OF  STUDY 


c.  Serving. 

1.  Formal. 

2.  Informal. 

d.  Preservation  of  fruits  and  vegetables. 

3.  Sanitation  and  Hygiene. 

a.  House  Cleaning. 

1.  Sweeping  and  dusting. 

2.  Cleaning  cupboards,  ranges,  refrigerators,  sinks 

and  plumbing. 

3.  Care  of  kitchen,  bed  room,  dining  room  and  fur- 

nishings. 

b.  Laundry  Work. 

1.  Kitchen  linens. 

2.  Table  linens. 

3.  Cooking  uniforms. 

4.  Wash  dresses. 

5.  Underwear. 

c.  Personal  Habits. 

1.  Personal  appearance  in  kitchen. 

2.  Personal  cleanliness. 

d.  Care  of  food  in  the  home. 

4.  Economy. 

a.  Marketing. 

b.  Use  of  left-over  food. 

c.  Costs  and  relative  food  values. 

5.  Home  Nursing,  Emergencies  and  Care  of  Children : 
(Note).    The  cooking  classes  prepare  and  serve  lunches  for 

teachers  and  pupils.  This  arrangement  adds  purpose 
and  incentive  to  the  cooking,  makes  it  possible  to  give 
practice  in  cooking  in  family  quantities,  and  the  receipts 
from  the  sale  of  luncheons  cover  the  cost  of  materials 
used  for  instruction  in  the  cooking  classes. 
Cooked  food  and  preserved  fruits  and  vegetables  are  pre- 
pared on  order  and  for  food  sales. 

DESIGN. 

Design  is  closely  related  to  all  work  in  sewing  and  house- 

268 


\ 
VOCATIONAL    COURSE    FOR    GIRLS 


keeping.  It  includes  the  study  of  effect  in  lines  and  color  har- 
mony with  application,  sketching  from  models  and  application  to 
garments,  the  working  out  of  designs  of  embroidery  and  braid- 
ing, original  design  of  garments  and  hats,  and  house  arrange- 
ment, decoration  and  furnishing.  The  following  are  suggestions 
for  practical  applications : 

1.  Line  effects  in  spacing  for  tucks,  flounces,  plaits,  etc. 

2.  Illustrating  with  paper  such  problems  in  sewing  as  plack- 

ets, biases  and  mitre  corners. 

3.  Cross-stitch  designs  for  cushions  and  bags. 

4.  Embroidery  designs  for  towels,  aprons,  jabots,  pin  cush- 

ions, underwear,  waists,  hats,  and  collar  and  cuff  sets. 

5.  Designing  of  patterns  for  pockets,  collars,  yokes,  etc. 

6.  Making  of  original  design  for  child's  dress  and  one-piece 

dress. 

7.  Stencil  designs  for  curtains,  screens  and  household  deco- 

rations. 

AKITHMETIC. 

The  principles  covered  in  the  seventh  and  eighth  grade 
Course  of  Study  are  to  be  followed  in  this  course,  but  the  prob- 
lems will  be  based  upon  the  garments  made  in  sewing,  upon  the 
household  decoration  work  in  design,  and  upon  the  housekeep- 
ing work.  In  each  department  goods  should  be  checked  up  by  the 
pupils  when  received,  the  costs  reckoned  and  inventories  made 
from  time  to  time.  The  amount  and  cost  of  materials  used  for 
each  garment  should  be  estimated.  Various  housekeeping  prob- 
lems, including  periodic  cost  for  clothing,  fuel,  food  and  housing 
for  families  of  different  numbers  are  to  be  worked  out.  House- 
keeping accounts  should  be  carefully  kept,  according  to  a  sys- 
tematic method  of  bookkeeping.  This  diversity  of  problem  work 
will  give  ample  opportunity  to  cover  all  principles  required  in  the 
grammar  grades. 

ENGLISH. 

The  English  work  may  be  divided  into  three  parts : 
I.  OKAL  ENGLISH. 
II.  WKITTEN   ENGLISH. 
III.  READING  AND  RESEARCH  WORK. 

269 


COURSE  OF  STUDY 


I.  Oral  English  should  include  corrective  work  of  the  most 
common  errors ;  dissertations  by  members  of  the  class  on  inter- 
esting topics  taken  from  geography,  history,  hand  work  of  the 
school,  etc. ;  practice  in  the  concise  answering  of  questions ;  the 
explaining  of  the  work  of  the  school  to  visitors ;  simple  practice 
in  parliamentary  procedure  and  in  personal  application  for  po- 
sitions. 

II.  Written  English  should  include  the  writing  of  advertise- 
ments ;  the  answering  of  ' '  Want  Ads ; ' '  the  writing  of  business 
and  social  letters,  of  interesting  reports  of  the  school  work  and 
of  current  topics ;  the  filling  out  of  all  kinds  of  business  forms,— 
telegraph  blanks,  checks,  money  orders,  receipts,  etc. 

III.  Reading  and  research  work  should  include  home  read- 
ing of  good  books.    A  careful  record  should  be  kept  of  the  books 
read  by  each  pupil.    The  reading  of  trade  magazines  should  be 
encouraged  and  definite  assignments  should  often  be  made  of 
topics  to  be  looked  up  in  trade  magazines  and  presented  to  the 
class.    Trips  should  be  taken  to  the  libraries  and  pupils  taught 
to  use  works  of  reference. 

HlSTOEY  AND  GEOGRAPHY. 

The  history  work  should  include  the  important  facts  in  con- 
nection with  the  commercial  and  industrial  development  of 
Europe  and  the  United  States.  A  study  should  be  made  of  the 
place  of  women  in  industry.  Industrial  history  may  also  be 
taught  by  biographical  sketches  of  the  captains  of  industry. 

In  the  study  of  geography  the  work  should  be  arranged 
under  the  following  headings : 

I.  The  sources  of  the  important  materials  used  in  industry 
and  the  method  of  obtaining. 

II.  The  routes  by  which  materials  are  shipped  from  source 
to  destination. 

III.  The  value  of  raw  materials  and  a  comparison  with  the 
value  of  the  manufactured  product. 

In  geography  the  widest  possible  use  should  be  made  of  the 
reference  material  that  is  used  in  the  commercial  world,  e.  g., 
time  tables,  catalogs,  freight  schedules,  magazine  articles,  etc. 

270 


VOCATIONAL    COURSE    FOR    GIRLS 


The  work  in  history  and  geography  should  include  the  study 
of  textiles,  cotton,  wool,  linen  and  silk.  These  textiles  should 
be  considered  as  to  production,  manufacture,  consumption, 
transportation,  different  qualities  and  values. 

Civics. 

The  following  topics  are  suggestive  as  typical  of  the  work 
that  should  be  carried  on  in  civics. 

A  family  or  a  small  community  and  its  development  into  a 
village  and  then  a  city. 

How  the  city  promotes  good  health. 

How  the  city  protects  life  and  property. 

Transportation. 

Libraries. 

Parks. 

Fire  Department. 

Churches. 

The  meaning  of  Election  Day. 

The  duties  of  boy  and  girl  citizens. 

The  duties  of  women  citizens. 

The  duties  of  men  citizens. 

PHYSIOLOGY  AND  HYGIENE. 

The  course  in  physiology  and  hygiene  should  include  the 
following : 

A.  Personal  Hygiene. 

(a)  Care  of  body. 

(b)  Fresh  air. 

(c)  Correct  breathing. 

(d)  Proper  exercise. 

(e)  Correct  sitting  and  standing. 

(f)  Food. 

(g)  Clothing, 
(h)  Diseases. 

B.  Household  Hygiene. 

(a)  Ventilation. 

271 


COURSE  OF  STUDY 


(b)  Disposal  of  waste. 

(c)  Plumbing. 

(d)  Lighting. 

(e)  Water  supply. 
(fj  Cleaning. 

C.  Public  Hygiene. 

(a)  Clean  air. 

(b)  Street  cleaning. 

(c)  Disposal  of  garbage. 

(d)  Sewerage. 

(e)  Ashes. 

(f)  Eubbish. 

(g)  Water  supply,  etc. 

SPELLING. 

The  time  devoted  to  spelling  should  be  divided  between  gen- 
eral words  and  technical  words.  In  addition  to  the  general 
words  taken  from  the  spelling  book  or  magazine  articles,  a  list 
of  the  most  common  words  used  in  the  industrial  work  in  which 
the  pupils  are  engaged  should  be  prepared,  and  the  pupils  should 
be  taught  their  meaning,  spelling  and  pronunciation. 

TIME  SCHEDULE. 

(Seventh  Year.) 

Hours  per  week. 
English 

Applied  Mathematics 
History  and  Geography 
Penmanship 
Spelling 

Music  and  Physical  Training 
Drawing 

Cooking  I 

Sewing  (  15%— 15% 


30    — 

272 


VOCATIONAL    COURSE    FOR    GIRLS 


(Eighth  Year.) 


English  and  Literature 

Applied  Mathematics 

Physiology 

Penmanship 

Spelling 

Civics 

Music  and  Physical  Training 

Drawing 

Cooking 

Dressmaking  and  Millinery 


15i/4-15i/4 


30    — 


(Ninth  Year.) 


English 

Biology 

Economics 

Music  and  Physical  Training 

Textiles 

Design 

Choice  of: 

Dressmaking 

Millinery 

Lunch  Room  Management 


183/4 


15 


333/4 


MADISON  PARK  VOCATIONAL   SCHOOL. 

ADVANCED  COUESE. 
(Ninth  and  Tenth  Years.) 

In  addition  to  the  General  Vocational  Course  outlined  on 
the  preceding  pages,  the  Madison  Park  Vocational  School  also 

273 


COURSE  OF  STUDY 


offers  an  Advanced  Course  to  grammar  school  graduates.  These 
courses  parallel  the  work  of  the  first  two  years  of  the  High 
School  with  the  exception  that  design  and  vocational  hand  work 
are  substituted  for  the  foreign  languages  and  the  higher  mathe- 
matics. 

TIME  SCHEDULE. 

(Ninth  Year.)  Hours  per  week 

(60  min.  each.) 

English 4 

Biology 4 

Economics    4 

Music  and  Physical  Training 1 

Applied  Mathematics 2 

Design   .' SVa 

Cooking 4 

Sewing    


333/4 
(Tenth  Year.) 

English 4 

Costume  Design  or  Applied  Design 3% 

Chemistry    4 

Music  and  Physical  Training 1 

Household  Arts 4 

Study  of  Textiles 2 

Choice   of: 

Dressmaking 

Millinery  J- 15 

Lunch  Eoom  Management! 


'4 


274 


INDUSTRIAL  COURSE   FOR   BOYS 


General  Industrial  Course  For  Boys 

ROCHESTER  SHOP  SCHOOL 

WASHINGTON  SHOP  SCHOOL  NO.  26 

MONROE  SHOP  SCHOOL  NO.  15 

(Seventh  and  Eighth  Years.) 

The  general  industrial  course  is  open  to  boys  who  have  com- 
pleted the  work  of  the  Sixth  Grade.  Its  aims  are : 

To  awaken  the'  boy's  interest  in  the  industrial  work  of  the 
world ;  to  acquaint  him  with  the  common  materials  used 
in  the  industries,  with  the  fundamental  processes  of 
manufacture  and  with  the  elemental  principles  of  me- 
chanics. 

To  discover,  if  possible,  his  aptitudes  and  to  guide  him  to- 
ward a  life  work. 

For  the  realization  of  the  above  aims  the  boys  should  be 
given  simple  shop  work  in  joinery  and  cabinet  making,  pattern 
making,  moulding,  casting  in  soft  metals,  elementary  machine 
shop  practice  including  simple  repair  work  on  gas  engines  and 
motors.  For  boys  who  desire  to  try  printing,  elementary  compo- 
sition and  press  work  may  be  given. 

Having  tried  out  these  various  lines  of  work  for  approxi- 
mately two  years,  and  having  received  the  General  Industrial 
Diploma  issued  by  the  State  Department,  the  boy  may  take  up 
specialized  work  for  one  or  more  years.  This  specialized  work 
will  be  described  later. 

SHOP  WORK  (Seventh  Year). 
Woodwork. 

Elements  of  Carpentry,  Cabinet  Making.  Use  of  bench 
tools.  Operation  of  tool  grinders,  variety  saw,  planer, 
jointer,  boring  machine,  sanding  machines  and  lathes.  Fur- 
niture glueing  and  assembling.  Furniture  finishing  includ- 
ing staining,  shellacing,  varnishing,  waxing,  rubbing  and 
polishing: 


COURSE  OF  STUDY 


SHOP  WORK  (Eighth  Year). 

Pattern  Making. 
Metal  Work. 

Elements  of  Machine  Work,  Sheet  Metal  Work,  Operation 
of  power  units : 

(1)  Steam. 

(2)  Gas. 

(3)  Electric. 

Bench  work  in  metals,  including  chipping  and  filing. 

Machine  Work:     Drilling  and  tapping,  planing,  centering  and 

turning,  chucking,  boring,  reaming  and  facing. 
Sheet  Metal  Work:    Bending,   seam  turning,  soldering,  rivet 

setting. 
The  making  or  the  repairing  of  the  most  simple  type  of  steam 

engine,  gas  engine  and  electric  motor. 

DKAWING. 

Drawings  should  be  made  of  the  various  articles  constructed 
in  the  shop  and  also  of  the  machines  and  shop  equipment. 

(Note — Drawings  should  precede  the  construction  of  the 
article  and  the  boy  should  work  from  his  own  drawing  or  blue 
print.) 

Drawing  work  should  include  the  following: 

(1)  Preparation  of  paper  and  use  of  instruments. 

(2)  Working  sketches  of  all  models   to  precede  working 
drawings. 

(3)  Perspective   sketches   of  simple  products   and  of  the 
simple  pieces  of  equipment. 

(4)  Lettering;  vertical  and  inclined  Gothic. 

(5)  Working  drawings  of  all  models  to  teach  the  general 
principles  of  projection  and  uses  of  different  lines. 

(6)  Full  size  detailed  drawings. 

(7)  Cross  sections. 

(8)  Isometric  drawings  of  various  projects. 

(9)  Cabinet  projection. 

(10)  Tracing. 

(11)  Practice  in  blue  printing. 

276 


INDUSTRIAL   COURSE   FOR   BOYS 


Whenever  possible  pupils  should  make  their  sketches  and 
drawings  direct  from  the  model  itself.  These  models  should  be 
worked  out  by  the  teachers  in  advance  or  purchased  whenever  it 
is  possible  to  find  them  on  sale,  the  pupils  making  such  changes 
as  may  be  desired.  In  the  absence  of  models  pupils  may  work 
from  sketches  prepared  by  the  instructor. 

MATHEMATICS.    , 

The  principles  to  be  covered  in  the  general  industrial  course 
are  as  follows : 

1.  Thorough  review  of  fractions,  decimals  and  compound 

numbers. 

2.  Measurements : 

(a)  Eectangular  surface. 

(b)  Triangular  surfaces. 

(c)  Board  measure. 

3.  Percentage. 

4.  Application  of  percentage : 

(a)  Profit  and  loss. 

(b)  Discount. 

(c)  Bills  and  accounts. 

(d)  Interest. 

(e)  Insurance. 

5.  Eatio. 

6.  Proportion. 

7.  Application  of  proportion: 

(a)  Speeds  of  machinery. 

(b)  Similar  surfaces. 

(c)  Costs  of  bills. 

8.  Involution. 

9.  Evolution.    Square  Eoot  only. 

10.  Application  of  square  root: 

(a)  Eight  triangle;  e.  g.,  diagonals,  braces,  hips. 

11.  Mensuration: 

(a)  Areas  of  rectangles,  triangles  and  circles. 

(b)  Volumes  of  various  solids. 

277 


COURSE  OP  STUDY 


All  topics  are  to  be  taught  by  means  of  formulae  and  prob- 
lems directly  related  to  the  shop  work. 

Previous  to  the  working  out  of  any  project  each  pupil  should 
make  an  estimate  of  the  materials  needed  and  the  amount  of 
time  the  work  will  require.  This  estimate  should  be  preserved. 
During  the  construction  of  every  article  the  pupil  should  keep  a 
careful  record  of  the  materials  used  and  of  the  time  consumed. 
This  record  should  be  compared  with  the  original  estimate. 
Pupils  should  be  required  to  take  frequent  inventories  of  the 
material  in  the  shop.  They  should  also  check  up  materials  as 
they  are  received  at  the  school. 

(Note — In  the  mathematics  as  in  the  drawings  the  pupils 
should  go  directly  to  the  articles  or  to  the  stock  bins  for  their 
data,  making  their  own  measurements;  also  to  price  lists  and 
trade  catalogs  for  their  prices.) 

ENGLISH. 

The  English  work  may  be  divided  into  three  parts : 
I.  Oral  English. 
II.  Written  English. 
III.  Reading  and  research  work. 

I.  Oral  English  should  include  corrective  work  of  the  most 
common  errors;  practice  in  personal  application  for  positions; 
parliamentary  practice ;  talks  by  members  of  the  class  on  inter- 
esting topics  taken  from  geography,  history,  etc. ;  practice  in  the 
concise  answering  of  questions ;  the  explaining  of  the  work  of  the 
room  to  visitors. 

II.  Written  English  should  include  the  writing  of  advertise- 
ments; the  answering  of  "Want  Ads;"  the  writing  of  business 
and  social  letters;  the  writing  of  illustrated  reports  of  factory 
trips,  current  topics  and  details  of  the  school  work;  the  filling 
out  of  all  kinds  of  business  forms, — telegraph  blanks,  checks, 
money  orders,  receipts,  etc. 

III.  Reading  and  research  work  should  include  the  home 
reading  of  good  books.    A  careful  record  should  be  kept  of  the 
books  lead  by  each  pupil.     The   reading  of  trade  magazines 

278 


INDUSTRIAL   COURSE    FOR    BOYS 


should  be  encouraged  and  definite  assignments  should  often  be 
made  of  topics  to  be  looked  up  in  trade  magazines  and  presented 
to  the  class.  Trips  should  be  taken  to  the  libraries  and  pupils 
taught  to  use  works  of  reference. 

GEOGRAPHY. 

In  the  study  of  geography  the  work  should  be  arranged 
under  the  following  headings : 

I.  The  sources  of  the  important  materials  used  in  industry 

and  the  method  of  obtaining. 

II.  The  routes  by  which  materials  are  shipped  from  source 

to  destination. 

III.  The  value  of  raw  materials  and  a  comparison  with  the 
value  of  the  manufactured  product. 

In  geography  the  widest  possible  use  should  be  made  of  the 
reference  material  that  is  used  in  the  commercial  world,  e.  g., 
time  tables,  catalogs,  freight  schedules,  magazine  articles,  etc. 

HISTOEY. 

The  history  course  should  cover  the  important  facts  in  con- 
nection with  the  industrial  development  of  the  principal  Euro- 
pean countries  and  especially  of  the  United  States. 
The  f pllowing  topics  are  suggested : 

The  Building  of  the  Great  Cathedrals. 

The  Guild  System-. 

The  Apprenticeship  System  in  the  United  States. 

The  First  Eailroad  and  the  comparison  with  the  New 

York  Central. 
The  Steel  Industry. 
The  Lumber  Industry. 
The  Eubber  Industry. 
The  Manufacture  of  Cameras. 
The  Boot  and  Shoe  Industry. 

It  is  suggested  that  industrial  history  should  also  be  taught 
by  biographical  sketches,  presented  to  the  class  by  members  of 
the  class,  of  such  men  as  Maydole,  Oliver,  Whitney,  Edison, 
Westinghouse,  Bell,  Fulton,  Erickson  and  Eastman. 

279 


COURSE  OF  STUDY 


Civics. 

The  following  topics  are  suggestive  as  typical  of  the  work 
that  should  be  carried  on  in  civics. 

A  family  or  a  small  community  and  its  development  into  a 
village  and  then  a  city. 

How  the  city  promotes  good  health. 

How  the  city  protects  life  and  property. 

Transportation. 

Libraries. 

Parks. 

Fire  Department. 

Churches.  , 

The  meaning  of  Election  Day. 

The  duties  of  boy  citizens. 

The  duties  of  women  citizens. 

The  duties  of  men  citizens. 

PHYSIOLOGY. 

The  following  topics  are  suggested : 
The  Advantages  of  Cleanliness. 
Importance  of  Good  Health. 
The  Relation  between  Work,  Eest  and  Play. 
Food  and  Drink. 
The  use  of  alcohol  and  tobacco. 
Good  Ventilation  and  its  Ration  to  Effective  Work. 
Dust  in  Industry. 
Industrial  Poisoning. 
The  Hazards  of  Industry. 
Safety  Appliances. 
Contagious  Diseases. 

SCIENCE. 

The  science  work  should  include  the  study  of  and  very  sim- 
ple experiments  with  labor  saving  devices — the  lever,  the  wheel- 
barrow, the  pulley,  the  screw,  the  wheel  and  axle ;  pumps,  etc. 

Study  should  also  be  made  of  power  units — water  wheels, 
turbines,  windmills,  steam  engines,  gas  engines,  electric  motors. 

280 


INDUSTRIAL  COURSE   FOR   BOYS 


SPELLING. 

The  time  devoted  to  spelling  should  be  divided  between  gen- 
eral words  and  technical  words.  In  addition  to  the  general  words 
taken  from  the  spelling  book  or  magazine  articles,  a  list  of  the 
most  common  words  used  in  the  industrial  work  in  which  the  pu- 
pils are  engaged  should  be  prepared  and  the  pupils  taught  their 
meaning,  spelling  and  pronunciation. 

TIME  SCHEDULE. 

(Seventh  Year.) 

Hours  per  week. 

(60  min.  each.) 
English 
Industrial  Geography 


Civics 


to 


Physiology  and  Hygiene 

Spelling 

Penmanship 

Shop  Arithmetic  )  ^y  ^Q 

Drawing  3 

Shop  Work 
(Woodworking) 


30      to  33% 
(Eighth  Year.) 

English 
Industrial  History 

Civics  ^ 7  ^  to 

Physiology  and  Hygiene 

Spelling 

Penmanship 


Shop  Arithmetic  7i/2  to 

Drawing  3 

Shop  Work 

(Metal  Work)  J  ' 


30      to  3334 

281 


COURSE  OF  STUDY 


Rochester  Shop  School 

ADVANCED  COURSES. 

In  addition  to  the  General  Industrial  Course  described  on  the 
preceding  pages,  the  Rochester  Shop  School  offers  to  boys  who 
have  completed  the  General  Industrial  Course  or  who  have  grad- 
uated from  grammar  school  the  following  courses : 
I.  A  two  year  Practical  Course. 
II.  A  four  year  Technical  Course. 

PRACTICAL  COURSE. 

. 

(Two-year  Course  for  boys  who  have  completed  the  General  In- 
dustrial Course  or  the  Eighth  Grade.) 

TIME  SCHEDULE. 

(Ninth  Year.) 
i 

Hours  per  week. 
(60  min.  each.) 

English 334 

Economics   3% 

.  Advanced  American  and  Industrial  History.     3% 
Applied  Mathematics    )  -.,, 

Drawing  j  " 

Shop  Theory  and  Shop  Work: 


Choice  of  Cabinet  Making. 
Plumbing 
Electrical  Work 
Pattern  Making 
Machine  Work 
Printing 

282 


15 


ROCHESTER    SHOP    SCHOOL 


(Tenth  Year.) 

English  3% 

Commercial  Law  or  Shop  Management 3% 

Business  and  Office  Practice. 3% 

Shop  Mathematics 


Drawing  (    ?1/ 

Shop  Science  and  Shop  Work: 
Choice  of  Cabinet  Making 
Plumbing 


Electrical  Work  \ 15 

Pattern  Making 
Machine  Work 
Printing 

TECHNICAL  COURSE. 

(Four  year  course  for  boys  who  have  completed  the  General 
Industrial  Course  or  the  Eighth  Grade.) 

TIME  SCHEDULE. 

(Ninth  Year.) 

Hours  per  Week 
(60  min.  each) 

English 334 

Economics    3% 

Advanced  American  and  Industrial  History 3% 

Applied  Mathematics     )  _ 

Drawing  ) ' 

Shop  Theory  and  Shop  Work — Woodwork 15 

333/4 
(Tenth  Year.) 

English 33/4 

Commercial  Law  or  Shop  Management 33/4 

283 


COURSE  OF  STUDY 


Business   and  Office  Practice 3% 

Shop  Mathematics     } 
Drawing  f 

SLop  Science  and  Shop  Work — Machine  Shop  Work 
and  Sheet  Metal  Work.  15 


33% 
(Eleventh  Year.) 

Choice  of  at  least  two  of  the  following  electives: 
English,  Latin  or  German  ] 

Algebra  1 18% 

Physics 

f-^op  Science  and  Shop  Work — Choice  of  one  of  the  following: 

Cabinet  Making 

Plumbing 

Electrical  Work 

Pattern  Making 

Machine  Work 

Printing 


33% 
(Twelfth.  Year.) 

Choice  of  at  least  two  of  the  following  electives : 

Hours  per  Week 

(60  min.  each) 
English,  Latin  or  German  1 

Plane  Geometry  I 18% 

Chemistry 

Shop  Science  and  Shop  Work — Choice  of  one  of  the  following : 

Cabinet  Making 

Plumbing 

Electrical  Work      i 

Pattern  Making 

Machine  Work 

Printing 

284 


NORMAL  TRAINING  SCHOOL 


Normal  Training  School 

COURSES  OFFERED. 
The  School  offers  three  courses. 

a.  Normal — Prepares  for  teaching  in  all  grades  of  the  pub- 

lic schools  of  the  state.    Length  of  course,  two  years. 

b.  Kindergarten — Prepares  for  teaching  in  the  kindergar- 

tens of  the  public  schools  of  the  state.    Length  of  course, 

two  years. 

Students  who  graduate  from  either  course  in  this  school 
may,  by  remaining  a  third  year,  receive  both  cer- 
tificates upon  passing  a  satisfactory  examination 
in  only  such  subjects  as  they  did  not  pursue  dur- 
ing their  original  course. 

c.  Primary     Kindergarten — Prepares     for     teaching     In 

Grades   One  to  Six,  inclusive,  and  the  kindergarten. 
Length  of  course,  two  and  a  half  years.  • 

MINIMUM  EEQUIREMENT  FOR  AN  APPROVED  HIGH  SCHOOL  COURSE. 

A  course  of  study  in  a  high  school  or  academy  to  receive  the 
approval  of  the  State  Commissioner  of  Education,  as  required 
by  Chapter  1031  of  the  Laws  of  1895,  entitled  "An  act  to  en- 
courage and  promote  the  professional  training  of  teachers, " 
must  include  2,880  recitation  periods,  of  which  the  following 
subjects  must  be  a  part: 

English — The  course  in  English  must  be  continuous 
throughout  the  four  years,  and  must  provide  adequate  instruc- 
tion in 

Literature 1 

Ehetoric  and  Composition [  494  hours 

Grammar J 

History — The  course  in  History  should  be  continuous 
throughout  the  year,  and  must  include 

285 


COURSE   OF  STUDY 


Ancient  History 114  hours 

English  History 114  hours 

American  History  with  the  development  of 

civic  institutions 152  hours 

Mathematics — The  course  in  Mathematics  must  include 

Algebra  (through  quadratics).. 190  hours 

Plane   Geometry 190  hours 

Science — The  course  in  Science  must"  embrace  Biology,  in- 
cluding Physiology  and  Physics.  The  laboratory  method  of 
teaching  these  subjects  is  prescribed. 

Biology  and  Physiology 190  hours 

Physics   190  hours 

Foreign  Languages — The  course  in  Foreign  Languages 
must  include 

Latin   380  hours 

or 

French    380  hours 

or 

German 380  hours 

Drawing — The  course  in  Drawing  must  be  continuous  dur- 
ing the  four  years,  and  must  provide  adequate  instruction  for 
228  hours. 

Drawing   228  hours 

Vocal  Music — The  course  in  Vocal  Music  must  be  continu- 
ous throughout  the  four  years,  and  provide  adequate  instruction 
in  sight  singing  from  the  staff  and  the  use  of  common  technical 
terms. 

Vocal  Music  152  hours 

The  term  "hour"  as  used  in  this  course  means  a  recitation 
period  of  not  less  than  45  minutes. 

The  number  of  hours  required  in  each  subject  is  based  on 
a  school  year  of  38  weeks  as  minimum. 


286 


HIGH    SCHOOL — COURSE    I 


The  High  Schools 


COURSE  I.— LITERARY  AND  PROFESSIONAL. 

First  Year. 
REQUIRED  : 

Hrs.  per  week.  Credits.  Points 

Latin  or   German „ 5  20  1 

Algebra   5  20  1 

English    5  20  1 

Biology   5  20  1 

Physical  Training  2 

ELECTIVE  : 

*Drawing,  Freehand  or  Mechanical.    .. 

*  Music,  Vocal  or  Orchestra 

*Manual  Training 

Second  Year. 
REQUIRED  : 

Latin  or  German 5  20  1 

Plane  Geometry 5  20  1 

English    5  20  1 

-  Physical  Training  2 

ELECTIVE  :     Choose  one  point. 

Greek  or  German  or  French 5  20  1 

(See  Note  4.) 

History  (Ancient)   5  20  1 

Elementary  Bookkeeping  and  Busi- 
ness Writing    10  20  1 

Shorthand  and  Typewriting 10  20  1 

Commercial     and     Physical     Geo- 
graphy      5  2Q  1 

^Drawing,  Freehand  or  Mechanical.' 

*  Music,  Vocal  or  Orchestra 

*Manual  Training 

287 


COURSE  OF  STUDY 


Third  Year. 
REQUIRED  :  Hrs.  per  week.  Credits.  Points. 

English    5  20  1 

ELECTIVE:    Choose  three  points. 

Latin    or    Greek    or    German    or 

French  (Note  4) 5  20  1 

Zoology  or  Botany 7  20  1 

Physics  (Note  2) 7  20  1 

Chemistry    7  20  1 

Advanced  Mathematics 5  20  1 

History  (Note  6) 5  20  1 

Some  Commercial  Subject 

Physical  Geography  5  20  1 

^Drawing,  Freehand  or  Mechanical ... 

*Music,  Vocal  or  Orchestra 

*Manual  Training 

Fourth  Year. 
REQUIRED  : 

English  and  Elocution 5  20  1 

ELECTIVE:   Choose  three  points. 

Latin    or    Greek    or    German    or 

French  (Note  4) 5  20  1 

Zoology  or  Botany 7  20  1 

Physics    7  20  1 

Chemistry 7  20  1 

Physical  Geography  5  20  1 

History  (Note  6) 5  20  1 

Advanced  Mathematics   5  20  1 

Some  Commercial  Subject 

*Drawing,  Freehand  or  Mechanical. 

*  Music,  Vocal  or  Orchestra 

*Manual  Training 

NOTE  1 — REQUIREMENTS  FOR  ADMISSION. — Graduates  of  Grammar 
Schools  in  the  City  of  Rochester  are  admitted  without  ex- 
amination on  the  recommendation  of  the  Principal  of  the 

288 


HIGH    SCHOOLS — COURSE    I 


Grammar  School.     Other  students  must  present  a  Regents' 
Preliminary  Certificate  or  pass  an  entrance  examination. 

NOTE  2 — REQUIREMENTS  FOE  GRADUATION. — The  successful  com- 
pletion of  all  the  required  subjects  and  enough  electives  to 
make  a  total  of  16  units.  A  pupil  must  have  earned  one 
unit  in  history  and  one  in  physics,  unless  the  pupil  is  pre- 
paring for  a  college  course,  in  which  case  a  substitution  for 
physics  will  be  allowed  if  the  entrance  requirements  make 
it  necessary. 

NOTE  3 — When  a  foreign  language  is  chosen,  it  must  be  pursued 
for  two  years  at  least,  unless  it  is  the  third  foreign  lan- 
guage taken  by  the  pupil. 

NOTE  4 — Pupils  will  not  be  allowed  to  begin  two  foreign  lan- 
guages in  the  same  year. 

NOTE  5 — The  tuition  for  non-residents  is  $37.50  per  semester 
($75  per  year),  payable  at  the  beginning  of  each  semester. 

NOTE  g — Any  history  may  be  chosen  for  good  reasons. 

*The  number  of  hours  to  be  taken  per  week  will  be  determined 
by  the  instructor.  Credit  will  be  assigned  on  the  basis  that 
ten  hours  per  week  for  one  year  will  be  required  for  one 
unit. 

COURSE  I. 

LITERARY  AND  PROFESSIONAL. 

This  Course  is  adapted  to  two  different  purposes,  (a)  For 
pupils  who  are  not  to  go  on  to  higher  education,  but  who  need  the 
general  training  and  development  for  clear  thinking,  cultivated 
appreciation  and  efficient  citizenship,  (b)  It  must  be  chosen  in 
order  to  prepare  for  the  various  college  courses,  for  engineer- 
ing courses  in  the  University,  and  for  technical  schools.  It 
must  be  taken  by  those  preparing  for  professional  schools,  either 
through  or  without  a  college  course;  such  professions,  for  ex- 
ample, as  teaching,  divinity,  law,  medicine,  dentistry,  optometry, 
veterinary  medicine,  librarian,  etc. 

289 


COURSE  OF  STUDY 


SPECIFIC  REQUIREMENTS. 

Course  I  has  certain  subjects  required  of  all,  whatever  their 
further  purpose  may  be.  These  are.: 

Four  years  of  English. 

Two  years  of  Foreign  Language. 

One  and  one-half  years  of  Science. 

Two  years  of  Mathematics. 

One  year  of  History. 

Two  years  of  Physical  Training. 

The  last  subject  mentioned  is  required,  but  credit  for  it  is 
not  counted,  for  sake  of  simplicity. 

The  required  and  elective  subjects  may  be  concisely  summed 
up  in  the  following  condensed  form: 

The  total  of  these  required  subjects  is  ten  and  a  half  points. 
The  electives  must  make  five  and  a  half  points,  giving  a  total 
of  sixteen  points  required  for  graduation.  Any  one  of  the 
courses  suggested  or  any  combination  of  them  may  be  taken 
provided  it  meets  the  definite  requirements  just  given. 

General  courses  Gr  and  H,  for  boys  and  girls  respectively, 
are  suggested  as  designed  to  meet  the  need  of  students  who  ex- 
pect to  finish  their  formal  education  in  the  high  school. 

The  various  electives  and  the  choice  of  foreign  languages 
should  be  determined  by  the  plans  for  future  education  or  other 
work  after  the  high  school  course  is  finished.  Hence  variations 
of  Course  I  are  planned  for  various  needs.  They  are  distin- 
guished as  course  A,  course  B  and  so  on. 

It  must  be  constantly  kept  in  mind  that  the  order  and  choice 
of  subjects  in  these  suggested  courses  are  in  no  sense  mandat- 
ory. Some  variation  is  possible  in  almost  every  case  without 
detriment  to  the  preparation  for  the  particular  college  or  other 
aim  in  view.  It  is  urgently  advised  that  parents  study  with  their 
children  the  needed  preparation  for  the  end  in  view.  The  Prin- 
cipal will  be  especially  glad  to  be  of  service  to  parents  and 
pupils  in  giving  other  information  and  suggestions. 

290 


HIGH  SCHOOLS — COURSE  II 


COURSE    II. 

COMMERCIAL. 

We  believe  that  this  course  offers  the  best  preparation  of  its 
kind  that  can  be  had  short  of  a  course  in  Finance  and  Account- 
ing in  college.  It  should  be  chosen  by  the  pupil  who  by  aptitude, 
or  by  both  aptitude  and  necessity,  is  to  enter  the  business  and 
manufacturing  world  on  the  office  side  of  that  work.  It  sup- 
poses that  formal  education  will  generally  end  with  the  high 
school.  It  prepares  boys  and  girls  for  immediate  work  in  the 
office  as  bookkeepers  and  stenographers,  and  also  for  the  later 
intelligent  direction  of  such  work.  The  pupil  who  can  give  but 
one  or  two  or  three  years  to  this  preparation  will  find  himself 
better  able  to  gain  a  position  at  once,  even  if  he  can  not  finish  the 
four  years'  course,  than  those  not  so  prepared. 

This  very  fact,  however,  suggests  the  need  of  great  caution 
lest  it  be  chosen  by  those  whose  aptitudes  and  prospects  do  not 
require  them  to  prepare  for  immediate  wage  earning  in  this 
line.  It  is  a  highly  specialized  course.  Hence  the  student  once 
started  on  it  who  discovers  that  it  is  not  for  him  will  find  con- 
siderable difficulty  in  transferring  from  this  course  to  Course  I, 
and  then  the  transfer  is  accomplished  only  at  some  sacrifice  of 
time  in  order  to  complete  a  high  school  course.  In  short,  it  is  a 
much  easier  matter  to  go  from  Course  I  to  Course  II  than  to  go 
in  the  opposite  direction.  Yet  this  should  not  deter  the  pupil  in 
the  commercial  course  from  making  a  change  when  its  advisa- 
bility is  plainly  indicated. 

In  the  organization  of  the  commercial  course  in  the  Roches- 
ter High  Schools,  two  objects  were  kept  in  mind: 

First — The  training  of  boys  and  girls  to  fill  business  po- 
sitions immediately  upon  graduation  from  high  school,  and  to 
win  rapid  promotion  to  positions  of  responsibility  and  trust  by 
reason  of  the  broad  commercial  education  which  they  have  re- 
ceived in  the  commercial  department. 

Second — A  preparation  for  the  new  and  important  higher 
courses  in  commerce,  accounts,  finance  and  administration  of- 
fered by  many  of  the  colleges  and  universities  of  this  country. 

291 


COURSE  OF  STUDY 


In  this  connection  it  should  be  said  that  selection  of  the  com- 
mercial course  no  longer  means  that  one  must  be  satisfied  with  a 
high  school  training,  as  this  course,  while  fitting  for  immediate 
usefulness  and  future  growth,  also  paves  the  way  to  university 
study  of  a  kind  that  prepares  for  large  and  important  service 
and  correspondingly  large  rewards. 

Those  who  desire  a  business  education  only  and  have  no 
hope  of  going  beyond  one,  two,  three  or  four  years  in  high  school, 
may  choose  the  commercial  course  and  receive,  not  only  instruc- 
tion in  the  technical  commercial  subjects,  but  also  in  many  of  the 
subjects  that  are  considered  essential  to  a  broad,  general  edu- 
cation. All  subjects,  both  commercial  and  academic,  will  be  taught 
in  a  manner  calculated  to  secure  for  the  student  the  largest 
possible  measure  of  cultural  and  practical  benefit.  Graduates 
of  this  course  will  receive  a  thorough  training  for  business  and, 
at  the  same  time,  a  sound  education  in  the  best  sense  of  the  term. 

While  it  is  not  required  that  students  desiring  a  general 
business  education  enter  upon  and  follow  strictly  the  course 
here  outlined,  it  is  strongly  advised  that  they  elect  the  subjects 
that  have  been  universally  recognized  as  important  parts  of  a 
training  for  business,  and' pursue  them  in  the  following  order: 

FIKST  YEAR. 
Subjects.  Weekly  Eecitations.  Points. 

English  (including  Simple  Business  Cor- 
respondence   5  1 

Commercial  Mathematics   5  1 

Elementary  Bookkeeping,  Business  Prac- 
tice and  Business  Writing 10  1 

Biology    5  1 


25  4 

SECOND  YEAR. 

Subjects.  Weekly  Recitations.  Points. 

English 5  1 

Physical  Geography  (1st  half) 

292 


HIGH    SCHOOLS — COURSE    II 


Commercial  Geography  (2nd  half) 5 

Shorthand  or  Foreign  Language.. 5                    1 

Advanced  Bookkeeping   5                    1 

Typewriting   (Unprepared)    5  1/2 

25  4% 

THIKD  YEAR. 

English    5  1 

Commercial   Physics 5  or  7  1 

English  History 5                     1 

Shorthand  or  Foreign  Language 5                     1 

Office   Practice    2  % 


22—24  4% 

FOURTH  YEAR. 

Commercial  English  and  Correspond- 
ence   5  1 

Advanced  American  History  and  Civics..  5  1 

Mathematics,  Industrial  Chemistry  or  For- 
eign Language 5  1 

Commercial  Law  (1st  half) 

Economics   (2nd  half) 5  1 

Shorthand,  Reporting  Principles,  Princi- 
ples of  Accounting  or  Advertising  and 
Salesmanship 2  14= 


22  4% 


Total 94—96  17 

EXPLANATION. 

FIRST  YEAR. 

It  will  be  noted  that  a  pupil  who  remains  but  one  year  in 
high  school  will  make  considerable   improvement  in  English; 

293 


COURSE   OF  STUDY 


learn  the  forms  and  principles  used  in  writing  business  letters ; 
get  a  thorough  training  in  commercial  arithmetic  and  practical 
algebra ;  learn  the  fundamental  principles  of  bookkeeping  which 
will  enable  him  to  take  charge  of  a  simple  set  of  books,  or  render 
valuable  assistance  in  connection  with  a  more  elaborate  set; 
gain  a  good  knowledge  of  the, more  common  commercial  forms 
such  as  note,  check,  draft,  invoice,  receipt,  bill  of  lading,  etc.; 
acquire  a  good  business  hand;  and  secure  some  serviceable 
understanding  of  biologic  science,  including  physiology  and 
hygiene. 

Those  who  are  in  doubt  as  to  whether  they  can  remain 
longer  than  one  year  in  high  school  can  enter  upon  this  course 
with  the  assurance  that  they  will  not  only  be  securing  a  fair 
business  education,  but  that  they  will  be  prepared  to  go  on 
through  the  course  with  no  loss  of  time  should  the  way  open  for 
them  to  do  so.  The  year's  work  is  a  part  of  the  full  require- 
ment for  a  thorough  business  education,  and  yet  is,  in  a  sense, 
complete  in  itself.  No  one  need  hesitate  to  -take  the  work  as 
regularly  outlined  because  he  has  no  hope  of  completing  the 
entire  course  . 

A  new  course  in  commercial  mathematics  has  been  pre- 
pared to  meet  the  needs  of  those  who  desire  to  secure  a  busi- 
ness training.  This  course  will  consist  of  a  thorough  drill  in 
those  parts  of  arithmetic,  algebra  and  geometry  (mensuration) 
that  are  commonly  used  in  commercial  and  industrial  occupa- 
tions. Facility  in  the  handling  of  arithmetical  and  algebraic 
computations  will  be  the  chief  object  of  the  course. 

SECOND  YEAE. 

This  year's  work  is  so  planned  as  to  strengthen  the  stu- 
dent's knowledge  of  English:  give  him  a  broad  training  in  phy- 
sical and  commercial  geography,  which  will  help  him  properly  to 
understand  the  commercial  development  apparent  on  every  hand ; 
train  him  in  the  science  of  bookkeeping  so  that  he  will  not  only 
be  fitted  for  the  simpler  office  positions  but  also  for  the  larger 
opportunities  that  are  sure  to  come  to  one  who  understands  the 
more  complicated  principles  of  advanced  bookkeeping  embodied 

294 


HIGH    SCHOOLS — COURSE    II 


in  modern  accounting  systems;  to  write  shorthand  at  a  moder- 
ate rate  of  speed  and  transcribe  on  the  typewriter  with  a  degree 
of  facilty  demanded  by  the  best  offices. 

Those  who  do  not  care  to  elect  shorthand  or  who  are  ad- 
vised not  to  do  so  because  of  irremediable  weakness  in  English, 
may  take  up  a  foreign  language  this  year  and  continue  through 
two  or  three  years. 

THIRD  YEAK. 

Shorthand,  if  begun  in  the  second  year,  must  be  continued 
this  year  unless  the"  student  is  given  special  permission  to  drop 
it.  No  one  is  advised  to  take  this  subject  with  a  view  to  its  use 
unless  he  is  willing  to  continue  his  study  long  enough  in  high 
school  or  elsewhere  to  master  the  system  and  acquire  the  ability 
to  write  at  a  high  rate  of  speed,  except  college  preparatory  stu- 
dents who  will  find  a  year  of  shorthand  of  inestimable  value  to 
them  both  in  their  college  work  and  in  securing  part  time  po- 
sitions to  help  maintain  themselves  while  pursuing  college 
courses. 

An  additional  office  practice  and  methods  course  is  offered 
in  this  year.  While  the  work  will  be  largely  along  the  lines  of 
advanced  office  practice  some  valuable  bookkeeping  drill  will  be 
a  feature  of  the  course. 

FOURTH  YEAR. 

A  special  course  in  Commercial  English  and  Correspond- 
ence has  been  prepared  for  this  year. 

Students  may  elect  either  additional  work  in  shorthand  or 
bookkeeping.  Students  who  are  proficient  in  shorthand  and 
bookkeeping,  or  those  who  intend  to  enter  business  on  the  sell- 
ing side,  should  take  the  courses  in  advertising  and  salesman- 
ship offered  this  year.  All  business  students  should  take  these 
courses  if  possible. 

Commercial  law,  economics,  advanced  American  history  and 
civics  form  an  important  group  for  fourth  year  commercial 
students. 

295 


COURSE   OF  STUDY 


SPECIAL  PHYSICS  FOE  GIRLS. 

The  Department  of  Chemistry,  in  addition  to  the  regular 
work  in  Chemistry,  offers  a  course  in  Special  Physics  for  Girls. 

Nearly  every  device  that  is  used  in  the  home  by  girls  and 
their  mothers  has  its  underlying  principle  of  natural  science. 
In  this  Special  Physics  the  girl  is  brought  face  to  face  with 
everyday  problems  of  her  life  at  home  and  abroad.  She  is 
trained  to  observe  accurately  and  to  think  and  act  scientifically. 

The  construction,  manipulation,  and  efficiency  of  stoves, 
furnaces,  hot  water  heaters,  washing  machines,  vacuum  cleaners, 
refrigerators,  nreless  cookers,  thermos  bottles,  electric  flat  irons, 
toasters,  etc.,  form  an  important  part  of  this  course. 

The  study  of  various  cleansing  agents,  laundry  methods,  re- 
moval of  stains,  soaps  and  their  adulteration,  bleaching,  dyeing, 
milk  and  water  sanitation,  cooking  operations  and  precautions 
against  accidents  and  fire  give  a  firm  grounding  in  the  facts 
and  applications  of  some  principles  of  chemistry. 

Careful  instruction  is  given  in  home  plumbing,  heating  and 
ventilation,  methods  of  lighting,  both  natural  and  artificial,  etc. 
These  and  other  topics  are  also  considered  from  the  standpoint 
of  cost  and  efficiency. 

In  all  cases  the  direct  bearing  of  a  topic  upon  the  health  of 
the  girl  has  an  important  place,  e.  g.,  the  relation  of  kinds  and 
methods  of  lighting  to  the  proper  conditions  of  the  eye,  the 
relation  of  health  to  ventilation  and  humidity. 

Throughout  the  course  the  practical  side  is  emphasized 
and  the  girl  is  trained  to  natural  scientific  methods  of  thinking 
and  doing.  She  comes  to  love  science  as  a  helpful,  interesting 
subject  and  tool. 

The  aim  is  to  train  each  girl  to  a  fuller  realization  of  her 
opportunities  and  needs,  with  the  view  of  making  her  a  more 
efficient  and  useful  woman  and  citizen. 

296 


HIGH  SCHOOLS — APPLIED  COURSES  IN  PHYSICS 

APPLIED  PHYSICS  FOK  BOYS. 

PHYSICS  II. 

This  course  is  offered  for  boys  who  wish  a  practical  under- 
standing of  physics,  but  who  do  not  wish  to  offer  physics  as  a 
requirement  for  courses  leading  to  Engineering,  Medicine  or 
Law.  This  course  is  the  one  for  boys  designated  as  Commercial 
Physics  in  the  Commercial  Course  of  the  West  High  School.  It 
is  also  a  physics  recommended  for  boys  in  the  classical  course  in 
cases  where  it  is  not  to  be  offered  for  college  entrance. 

PUKPOSE. 

It  is  the  aim  of  the  department  in  this  course  in  physics  to 
eliminate  as  far  as  possible  all  purely  mathematical  and 
theoretical  aspects  of  the  subject,  and  to  treat  Mechanics,  Sound, 
Heat,  Light  and  Electricity  in  a  practical  manner.  We  shall  deal 
directly  with  those  physical  principles  that  are  most  intimately 
related  to  a  boy's  daily  experience,  with  a  view  to  clarifying  his 
mind  regarding  common  physical  phenomena,  and  to  show  their 
direct  connection  with  problems  confronting  every  man  in  com- 
mercial or  business  life. 

Our  equipment  consists  of  types  of  all  fundamental  ma- 
chines of  the  kind  actually  used  by  men  in  general  building  con- 
struction and  manufacturing  industries.  Many  of  these  ma- 
chines are  constructed  and  mounted  by  the  students  in  this  de- 
partment. For  the  study  of  electricity  we  have  a  workable 
electric  plant  consisting  of  a  dynamo  mounted  on  a  concrete 
foundation,  and  operated  by  a  similarly  mounted  steam  engine 
or  gas  engine  .  These  engines  were  mounted  in  concrete  by  the 
students  as  a  regular  part  of  their  work.  In  electric  wiring  the 
boys  are  required  to  install  simple  bell  and  lighting  circuits 
and  are  taught  the  various  kinds  and  uses  of  primary  and  stor- 
age batteries.  They  are  also  taught  the  best  methods  of  arrang- 
ing batteries  for  gas  engine  work,  electro-plating,  bells,  tele- 
graphing, etc.  The  wiring  for  the  lights  in  the  power  plant 
referred  to  above  was  done  by  regular  students  in  this  course 
in  Physics. 

297 


COURSE   OF  STUDY 


Iii  the  study  of  light  the  .boys  find  the  candle  power  and  cost 
of  Operation  of  commercial  types  of  gas  and  electric  lights. 
They  also  learn  the  essential  principles  of  optics  as  applied  to 
eyeglasses,  the  camera,  the  simple  telescope,  etc. 

In  the  study  of  heat  the  following  topics  receive  special  at- 
tention :  Heating  and  ventilation  of  buildings,  humidity  of  the 
air  and  its  effect  on  climatic  conditions  and  health,  refrigeration 
and  artificial  ice  manufacture,  and  the  elementary  principle  of 
steam  and  gas  engine  operation. 

The  topic  of  sound  receives  only  such  attention  as  time  will 
permit.  It  is  the  intention  of  the  department  to  teach  the  nature 
of  sound,  cause  of  echoes,  and  the  principles  of  sound  as  applied 
to  telephones  and  phonographs,  and  underlying  the  operation  of 
musical  instruments  in  general. 

This  course  covers  one  year's  work,  three  periods  per  week 
of  recitation  and  two  periods  per  week  in  laboratory.  The  boy 
who  completes  the  year's  work  in  a  satisfactory  manner  may 
offer  it  to  meet  the  entrance  requirements  of  the  classical  and 
philosophical  courses  in  certain  colleges  provided  he  can  secure 
a  recommendation  from  the  head  of  the  physics  department. 


298 


HIGH    SCHOOLS — APPLIED    COURSES    IN    PHYSICS 


Book  List 

LIST  OF  BOOKS  USED  IN  THE  GKADES. 

ABITHMETIC. 

Title.  Author.  Publisher. 

Primary  Arithmetic  Smith  Ginn  &  Co. 

Advanced  Arithmetic  Smith  Ginn  &  Co. 

ART. 

Text  Books  in  Art  Education 

(Books  V,  VI,  VII.)  Prang 

GEOGRAPHY. 

Natural  Elementary  Geog- 
raphy Redway  &  Himnan  A.  B.  C, 

Natural  Advanced  Geog- 
raphy Redway  &  Hinman  A.  B.  CL 

GRAMMAR. 

Guide  Book  to  English  Gilbert  &  Harris     Silver,  Burdett  &  Co, 

HISTORY. 

Mace  Rand,  McNally  Co, 

Gordy  Scribner 

Fisk  Houghton,  Mifflin  &  Co. 

Eggleston  (New  Century)         A.  B.  C. 
Montgomery  Ginn  &  Co. 

Music. 

The     Modern     Music     Series 
(First   Book,    Primer,    Sec- 
ond   Book,    Third    Alter- 
nate) Eleanor  Smith       Silver,  Burdett  &  Co. 

299 


COURSE  OF  STUDY 


PHYSIOLOGY. 

Health  Lessons,  Book  I  Davidson  A.  B.  C. 

Elementary     Physiology     and 

Hygiene  Conn  Silver,  Burdett  &  Co. 

EEADEBS. 
Stepping  Stones  to  Literature 

({Books  I  to   VIII)  Gilbert  &  Arnold  Silver,  Burdett  &  Co. 

SPELLEKS. 
Part  I,  Part  II  Alexander          Longmans,  Green  &  Co. 

WRITING. 
Mills    System 

LIST  OF  BOOKS  USED  IN  HIOH  SCHOOL. 


COMMERCIAL. 

Author. 


Modern  Illustrative  Book- 
keeping 

Commercial  Arithmetic 

Vocational  Algebra 

Commercial  Law 

Modern   Business   Penmanship 

Commercial  Geography 

Elementary  Economics 

Physical  Geography 

Manual  of  Shorthand 

Dictation  Exercises 

Expert  Typewriting 

High  School  Geography 

Laboratory  Manual  in  Phy- 
sical and  Commercial 
Geography 


Neal  &  Cragin 

Van  Tuyl 

Wentworth  &  Smith 

Gano 

Mills 

Brigham 

Burch  &  Nearing 

Dryer 

Gregg 

Eldredge 

Eldredge  &  Fritz 

Dryer 


Tarr  &  Von  Engeln 


English  Language 
Rhetoric 


ENGLISH. 

Meiklejohn 
Gardner,  K. 

300 


&  A. 


Publisher. 

A.  B.  C. 

A.  B.  C. 
Ginn  &  Co. 

A.  B.  C. 

A.  B.  C. 

Ginn  &  Co. 

MacMillan 

A.  B.  C. 
Gregg  Pub.  Co. 

A.  B.  C. 

A.  B.  C. 

A.  B.  C. 


MacMillan 


Heath 
Ginn  &  Co. 


BOOK  LIST 


Henry  the  Fifth 

Shakespeare 

Everyman 

Burke  's  Conciliation 

Appleton  Edition 

A    Selection   from   the    Great 

English  Poets 

Cody 

McClurg 

Ivanhoe 

Scott 

As  You  Like  It 

Shakespeare 

Merrill 

Sketch  Book 

Irving 

An  Inland  Voyage  and  Trav- 

els with  a  Donkey 

Stevenson 

MacMillan 

Bunker  Hill  Orations 

Webster 

Merrill 

i 

Silas  Marner 

-  Eliot 

Selections    from   Lincoln 

Merrijl 

Julius  Caesar 

Merrill 

Tale  of  Two  Cities 

Dickens 

House  of  Seven  Gables 

Hawthorne 

Essay  on  Compensation 

Emerson 

Houghton,  Mifflin  &  Co. 

Speech  on  Conciliation 

Burke 

A.  B.  C. 

Macbeth 

Shakespeare 

Merrill 

Essay  on  Burns 

Carlyle 

Merrill 

Eng.  Composition,  Book  II 

Brooks 

A.  B.  C. 

HISTOKY. 

Eastern  Nations  and  Greece 

Myers 

Ginn  &  Co. 

Roman  History 

Myers 

Ginn  &  Co. 

Outlines  of  Ancient  History 

Morey 

A.  B.  C. 

Ancient  World 

West 

Allyn  &  Bacon 

The  Middle  Ages 

Myers 

Ginn  &  Co. 

The  Modern  Age 

Myers 

Ginn  &  Co. 

Mediaeval  and  Modern  Euro- 

pean  History 

Harding 

A.  B.   C. 

Mediaeval  and  Modern  Euro- 

pean  History 

Bourne 

Longmans 

Facts  of  English   History 

Ginn  &  Co. 

Short  History  of  England 

Cheyney 

Ginn  &Co. 

Essentials   in   English   History 

Wol'tcr' 

A.    B.   C. 

History  of  the  British  Nation 

Wrobg 

Appleton 

Student's    History    of   United 

States 

Chani&lhg 

MaeMiHan 

aoi 

COURSE  OP  STUDY 


American  History 

Advanced  Civics 

Actual    Government    of    New 

York 

English  History 
Outlines  of  English  History 
American  History 
American  Republic 


James  &  Sanf ord 
Forman 

Boynton 

Montgomery 

Trenholme 

McLaughlin 

Forman 


LATIN  AND  GREEK. 


School  Iliad 

Xenophon's  Anabasis 

Greek  Prose  Composition 

Greek   Grammar 

First   Greek   Book 

Virgil's  Aeneid 

Select  Orations  of  Cicero  with 

Letters 
Latin   Composition    on   Cicero 

only 

Latin  Grammar 
Latin  Grammar 
Caesar's  Gallic  War  (N.  Y. 

Ed.) 

Latin  Lessons 
Latin    Prose    Composition 

Parts  2  and  3  combined 
First  Latin  Book 
New   Cicero    (with    quantities 

marked) 


Seymour 

Goodwin  &   White 

Pearson 

Goodwin 

White 

Greenough  &  Kittredge 

D'Ooge 

Pearson 
Bennett 
Allen  &  Greenough 


Scribner 
Century 

Ginn  &  Co. 

Ginn  &  Co. 

Appleton 

Century 


Ginn  &  Co. 
Ginn  &  Co. 
A.  B.  C. 
Ginn  &  Co. 
Ginn  &  Co. 
Ginn  &  Co. 

Sanborn 

A.  B.  C. 

Allyn  &  Bacon 

Ginn  &  Co. 


Gunnison  &  Harley  Silver,  Burdett  &  Co. 
Smith  Allyn  &  Bacon 

D'Ooge  Ginn  &  Co. 

Hale  Atkinson 

Mentzer  &  Grover  rev.  ed. 

Hawkes,  Luby  &  Toutin       Ginn  &  Co. 


Elementary  Algebra 
Intermediate   Algebra 
Advanced  Algebra 
Elementary   Geometry 
Solid   Geometry 


MATHEMATICS. 

Hawkes,  Luby  &  Touton  Ginn  &  Co. 

Hawkes,  Luby  &  Touton  Ginn  &  Co. 

Schultze  MacMillan 

Wentworth  &  Smith  Ginn  &  Co. 

Wentworth  &  Smith  Ginn  &  Co. 

302 


BOOK  LIST 


Trigonometry,       Plane 

Spherical  Tables 
Plane    Geometry 
Plane      Trigonometry 

tables) 


and 


(with 


Wentworth   &   Smith 
Betz  &  Webb 

Durrell 


Ginn  &  Co. 
Ginn  &  Co. 

Merrill 


MODEKN  LANGUAGE. 


German  Grammar 

Elements   of   German 

Im  Vaterland 

Immense  e,     Germelhausen, 

Lindenbaum 
Wilhelm  Tell 
Hermann  und  Dorthea 
German  Composition 
Elements  of  German  Syntax 
Complete  French  Course,  Ke- 

vised 

Lecturers  Faciles 
Essentials  of  French 


Bacon  Allyn  &  Bacon 

Becker-Rhoades  Scott,  Foresman  &  Co. 
Bacon  Allyn  &  Bacon 


Manley 

Schiller 

Goethe 

Pope 

Von   Hageman 

Chardenal 

Lazere 

Francois 

SCIENCE. 


Scott,  Foresman  &  Co. 
Holt 

Ginn  &  Co. 
Holt 
Holt 

Allyn  &  Bacon 

Heath 

A.  B.  C. 


Human  Body  and  Health 
First  Principles  of  Chemistry 
Text  Book  of  Physics 
Physics 

First  Principles  of  Physics 
Essentials  of  Biology 
Animal  Life 
Botany  Key  and  Flora 
Elementary  Chemistry 
Sanitary  and  Applied  Science 
(E.  H.  S.) 


Davison 

Brownlee  and  others 

Linebarger 

Mann  &  Twiss    Scott, 

Carhart  &  Chute 

Hunter 

Jordan  &  Kellogg 

Bergen 

Smith 

Bailey 


A.  B.  C. 

Allyn  &  Bacon 

Heath 

Foresman  &  Co. 

Allyn  &  Bacon 

A.  B.  C. 

Appleton 

Ginn  &  Co. 

Century  Co. 

MacMillan 


303 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


DEC  8 


30w-l,'15 


N.y. 


351 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


